Implementing the evidence to maximise the impact of Teaching Assistants

Luke Willsmore; Susannah Schoeffel; Tanya Vaughan

Implementing the evidence to maximise the impact of Teaching Assistants

Luke Willsmore, Susannah Schoeffel, Tanya Vaughan

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article

Abstract

In order to better respond to the learning needs of students, Emmaus Christian School in Canberra has moved to a new model of classroom integration for Teaching Assistants. Here, Head of Secondary School Luke Willsmore, and Dr Tanya Vaughan and Susannah Schoeffel from Evidence for Learning, discuss the new way of working and the research that informed the change process.

Original language	English
Journal	Teacher
Publication status	Published - 7 Sept 2020

Keywords

Classroom integration
Evidence for learning
Learning needs
Teaching assistants

Disciplines

Educational Assessment, Evaluation, and Research

Access to Document

https://www.teachermagazine.com.au/articles/implementing-the-evidence-to-maximise-the-impact-of-teaching-assistants

Cite this

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abstract = " In order to better respond to the learning needs of students, Emmaus Christian School in Canberra has moved to a new model of classroom integration for Teaching Assistants. Here, Head of Secondary School Luke Willsmore, and Dr Tanya Vaughan and Susannah Schoeffel from Evidence for Learning, discuss the new way of working and the research that informed the change process. ",

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AB - In order to better respond to the learning needs of students, Emmaus Christian School in Canberra has moved to a new model of classroom integration for Teaching Assistants. Here, Head of Secondary School Luke Willsmore, and Dr Tanya Vaughan and Susannah Schoeffel from Evidence for Learning, discuss the new way of working and the research that informed the change process.

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