Turn taking, repair and topic practices in teaching assistant led literacy intervention sessions

This research explored the learning experiences of pupils during literacy intervention sessions in English primary schools, by examining the moment-by-moment interactions between teaching assistants and pupils. Teaching assistants have taken increasing responsibility for teaching and learning, including the teaching of group intervention sessions aimed at supporting those pupils not making expected progress in literacy. The effectiveness of any intervention is reliant on the moment-by-moment interactions as social-constructivist theory indicates that it is in these interactions that shared meaning is negotiated and scaffolding provided. However, there is a lack of research into how this occurs in the interactions between teaching assistants and pupils generally, and specifically during these intervention sessions. The research took a multiple-case study approach. Fine grained linguistic analysis of observation based empirical data in the form of video recordings of intervention sessions provided the basis for theory development. This was done through the analytical framework of conversation analysis, situated within the broader field of linguistic ethnography. The research identified that interactions are strongly focused on the organisational principles of the task and task completion, rather than developing the learning experiences of individual pupils and the group. Teaching assistants provide high levels of support, leading to potential pupil reliance on this support due to a lack of development of interactional and metacognitive skills for self and reciprocal scaffolding. The research has implications for policy in relation to provision for pupils who are falling behind in literacy. It is argued that a theory of oral pedagogy needs to be developed which can be used to clarify the pedagogical role of the teaching assistant, and there needs to be continuing professional development for teaching assistants in order to improve the quality of their moment-by-moment interactions with pupils.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Primary geography: working with student teachers in developing strategies for supporting EAL learners at all stages of the acquisition of English

EAL and National Curriculum subjects On this page you will find web pages from the archived ITTSEAL site for teacher educators new to initial teacher training. Much of this material has beensubstantially rewritten and incorporated into our new site but we have maintained this archive to support referencing and site users. Explore the links to the right to access our updated resources and pages. The PDF archive pages are arranged in the same structure as on the original site. Please note that embedded hyperlinks in the documents may not work and external weblinks are no longer necessarily live. If you are searching for a particular resource which you cannot find, please contact us and we will try to help. EAL and National Curriculum subjects Design and Technology- KS1,2 and 3 English - FS, KS1 and 2 Geography KS1 History KS1 and 2 ICT KS1 and 2 Mathematics - KS1 and 2 Mathematics-KS2, 3 and 4 Religious Education - KS1 and 2 Religious Education- KS3 and 4 Science - EYFS, KS1 and 2 Science - KS3 and

Preparing teaching assistants for including all learners

The early 21st century has seen a considerable increase in both the number and presence of teaching assistants (TAs) and learning support staff in classrooms. In the United Kingdom and elsewhere, TAs have assumed responsibility for teaching lower-attaining pupils and especially those with special educational needs or disabilities (SEND). This drift has occurred in a largely uncritical way and has attracted little attention because of the attendant benefits additional adult support has for teachers. However, evidence from research in the United Kingdom and the United States have revealed troubling and unintended consequences of this arrangement in terms of impeding pupil progress and increasing the likelihood of pupils’ dependency on adult support. Of particular concern are research findings that show how a high amount of support from TAs for pupils with high-level SEND leads to a qualitatively different experience of schooling compared to pupils without SEND, particularly in terms of having fewer interactions with teachers and peers. Heavy reliance on the employment and deployment of TAs to facilitate the inclusion of pupils with often complex learning difficulties in mainstream settings can be seen as a proxy for long-standing and unresolved questions about how teachers are prepared and trained to meet the learning needs of those with SEND and the priority school leaders give to SEND. Future efforts to meaningfully educate pupils with SEND in mainstream schools must attend to teachers’ confidence and competence in respect of this aim. In addition, extensive and collaborative work with schools in the United Kingdom is offering a more hopeful model of how TAs can supplement this endeavor. Improving how teachers deploy TAs and how TAs interact with pupils, together with addressing persistent problems relating to the way TAs are trained and prepared for their roles in classrooms, schools can unlock the potential of the TA workforce as part of a wider, more inclusive approach for disadvantaged pupils

Fostering learner independence through heuristic scaffolding : A valuable role for teaching assistants

Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think for themselves, this paper argues that their practice should be informed by heuristic scaffolding. A substantial dataset from three teaching assistant projects was scrutinised for examples of heuristics. Using conversation analysis, the paper shows how assistance is negotiated and adjusted over a sequence of discourse. Four patterns of heuristic scaffolding are shown: heuristic modelling represents the highest level of support; heuristic questioning and prompting are jointly negotiated with the student. Self-scaffolding by students shows them taking responsibility for their own learning strategies. Implications for the school system are explored