Becoming a Primary Higher Level Teaching Assistant
1st Edition
Published on 17. June 2005
Book
Paperback/Softback
160 pages
978-1-84445-025-1 (ISBN)
Description
This practical guide provides a helpful combination of theory and practice for all teaching assistants on training and assessment routes to Higher Level Teaching Assistant status. The book is cross-referenced to the HLTA standards throughout, and includes case studies, practical tasks and references to key theory and research. It emphasises the increasingly professional approach of teaching assistants working in modern classrooms.
Reviews / Votes
"Very useful regarding supporting student teachers in thinking about working with TA's" (Course Leader, Institute of Education, London)More details
Series
Edition
First Edition
Language
English
Place of publication
Exeter
United Kingdom
Publishing group
Sage Publications Ltd
Target group
Professional and scholarly
Dimensions
Height: 246 mm
Width: 171 mm
ISBN-13
978-1-84445-025-1 (9781844450251)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Person
Richard Rose is Professor of Inclusive Education and Director of the Centre for Education and Research, University of Northampton. He has previously held teaching posts in several parts of the UK including a time as headteacher. Richard has researched and published extensively in the area of special and inclusive education both in the UK and internationally. He is Director of Project IRIS, a longitudinal study of special needs provision in the Republic of Ireland. Richard works regularly in India and has also conducted research and consultancy in several other countries including Georgia, Malaysia, Singapore, China and Estonia.
Content
Meeting the standards for HLTA
Working with professional colleagues
Planning for teaching and learning
Managing groups of diverse need and ability
Learning and teaching styles
Creating equal opportunities
Effective use of ICT
Assessment
Creating inclusive classrooms
Learning beyond the classroom
Managing classroom behaviour
Working with professional colleagues
Planning for teaching and learning
Managing groups of diverse need and ability
Learning and teaching styles
Creating equal opportunities
Effective use of ICT
Assessment
Creating inclusive classrooms
Learning beyond the classroom
Managing classroom behaviour