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    Professional Learning for Teaching Assistants and its Effect on Classroom Roles

    Access Status
    Fulltext not available
    Authors
    Hurst, Chris
    Sparrow, Len
    Date
    2012
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Hurst, Chris and Sparrow, Len. 2012. Professional Learning for Teaching Assistants and its Effect on Classroom Roles, in Dindyal, J. and Cheng, L.P. and Ng, S.F. (ed), Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, Jul 2-6 2012, pp. 362-369. Singapore: Mathematics Education Research Group of Australasia Inc.
    Source Title
    Mathematics Education: Expanding Horizons (Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia)
    Source Conference
    35th Annual Conference of the Mathematics Education Research Group of Australasia
    Additional URLs
    http://www.merga.net.au/documents/Hurst_&_Sparrow_2012_MERGA_35.pdf
    ISBN
    978-981-07-2527-3
    URI
    http://hdl.handle.net/20.500.11937/38481
    Collection
    • Curtin Research Publications
    Abstract

    The Swan Valley Cluster of schools for the Make It Count project identified the professional learning of teachers and teaching assistants as a key factor in improving numeracy outcomes for urban Indigenous children. Initial training for assistants began in late 2010 and took the form of workshops based on a modified First Steps in Mathematics Number program. It was continued in 2011 and lead to a pilot program in training assistants to plan for targeted mathematics learning for individuals and small groups of children. This paper reports on the success of the pilot with regard to the improved confidence and ability of the assistants to assume greater responsibility for teaching, as well their development as integral members of professional learning communities.

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