TA effectiveness in Nigerian mixed ability classrooms: Finding the gap and closing it
Atiya, Karachi (2015) TA effectiveness in Nigerian mixed ability classrooms: Finding the gap and closing it. [Dissertation (University of Nottingham only)]
The aim of this investigation was to determine how effective TAs were in relation to the increasing demands on them to play a more active role in supporting pupil’s learning in Nigerian mixed ability classrooms, finding if a gap existed and from the data, recommending ways of closing them. The area of TA practice has received quite a bit of attention recently, with the most recent DISS Project by Blatchford et al, being the largest study of its kind in this field. The findings were surprising as it was discovered that contrary to general belief, the deployment of TAs to support pupils did not always have a positive effect.
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