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Teaching assistants, computers and classroom management

Johnson, Helen, McNally, Sandra, Rolfe, Heather, Ruiz-Valenzuela, Jenifer, Savage, Robert, Vousden, Janet and Wood, Clare (2019) Teaching assistants, computers and classroom management Labour Economics, 58. pp. 21-36.

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Abstract

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate how resources may be used within classrooms to reinforce the teaching of literacy. Specifically, teaching assistants are trained to deliver a tightly structured package of materials to groups of young children aged 5–6. The training is randomly allocated between and within schools. Within schools, teaching assistants are randomly assigned to receive training in either computer-aided instruction or the paper equivalent. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Item Type: Article
Divisions : Faculty of Arts and Social Sciences > School of Economics
Authors :
NameEmailORCID
Johnson, Helen
McNally, Sandras.mcnally@surrey.ac.uk
Rolfe, Heather
Ruiz-Valenzuela, Jenifer
Savage, Robert
Vousden, Janet
Wood, Clare
Date : 23 February 2019
DOI : 10.1016/j.labeco.2019.02.006
Copyright Disclaimer : © 2019. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Uncontrolled Keywords : Literacy; ICT; Teaching assistants
Depositing User : Clive Harris
Date Deposited : 28 Mar 2019 11:09
Last Modified : 28 Mar 2019 11:10
URI: http://epubs.surrey.ac.uk/id/eprint/850900

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