Modernizing the roles of support staff in primary schools: changing focus, changing function

Research output: Contribution to journal › Article

Standard

Modernizing the roles of support staff in primary schools: changing focus, changing function. / Butt, Graham; Lance, Ann.

In: Educational Review, Vol. 57, No. 2, 01.05.2005, p. 139-149.

Research output: Contribution to journal › Article

Harvard

Butt, G & Lance, A 2005, 'Modernizing the roles of support staff in primary schools: changing focus, changing function', Educational Review, vol. 57, no. 2, pp. 139-149. https://doi.org/10.1080/0013191042000308323

APA

Butt, G., & Lance, A. (2005). Modernizing the roles of support staff in primary schools: changing focus, changing function. Educational Review, 57(2), 139-149. https://doi.org/10.1080/0013191042000308323

Vancouver

Butt G, Lance A. Modernizing the roles of support staff in primary schools: changing focus, changing function. Educational Review. 2005 May 1;57(2):139-149. https://doi.org/10.1080/0013191042000308323

Author

Butt, Graham ; Lance, Ann. / Modernizing the roles of support staff in primary schools: changing focus, changing function. In: Educational Review. 2005 ; Vol. 57, No. 2. pp. 139-149.

Bibtex

@article{691813950d6444758ad22350a474e706,
title = "Modernizing the roles of support staff in primary schools: changing focus, changing function",
abstract = "In this article we describe the ways in which primary schools involved in the 'Transforming the School Workforce: Pathfinder Project' in England addressed the opportunity to restructure their working practices. The Project was established in 2002 by the Department for Education and Skills (DfES) primarily to help fund pilot schools to make interventions into the ways in which they were resourced, managed and organized-interventions that have often affected the whole school's workforce, and in particular the focus and function of the work of their support staff. Here we concentrate on the evaluation of the Pathfinder Project with particular reference to the changing roles of teaching assistants in primary schools, although we draw upon evidence gathered from all the schools involved in the Project. The range of different initiatives introduced to change the work of support staff is explored, as well as the resultant impact on the workloads of teachers within the schools. We discuss how the Project has facilitated innovative practice in remodelling the work of support staff and place this within the context of the changing policy agenda on workload in English schools.",
author = "Graham Butt and Ann Lance",
year = "2005",
month = may,
day = "1",
doi = "10.1080/0013191042000308323",
language = "English",
volume = "57",
pages = "139--149",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Taylor & Francis",
number = "2",

}

RIS

TY - JOUR

T1 - Modernizing the roles of support staff in primary schools: changing focus, changing function

AU - Butt, Graham

AU - Lance, Ann

PY - 2005/5/1

Y1 - 2005/5/1

N2 - In this article we describe the ways in which primary schools involved in the 'Transforming the School Workforce: Pathfinder Project' in England addressed the opportunity to restructure their working practices. The Project was established in 2002 by the Department for Education and Skills (DfES) primarily to help fund pilot schools to make interventions into the ways in which they were resourced, managed and organized-interventions that have often affected the whole school's workforce, and in particular the focus and function of the work of their support staff. Here we concentrate on the evaluation of the Pathfinder Project with particular reference to the changing roles of teaching assistants in primary schools, although we draw upon evidence gathered from all the schools involved in the Project. The range of different initiatives introduced to change the work of support staff is explored, as well as the resultant impact on the workloads of teachers within the schools. We discuss how the Project has facilitated innovative practice in remodelling the work of support staff and place this within the context of the changing policy agenda on workload in English schools.

AB - In this article we describe the ways in which primary schools involved in the 'Transforming the School Workforce: Pathfinder Project' in England addressed the opportunity to restructure their working practices. The Project was established in 2002 by the Department for Education and Skills (DfES) primarily to help fund pilot schools to make interventions into the ways in which they were resourced, managed and organized-interventions that have often affected the whole school's workforce, and in particular the focus and function of the work of their support staff. Here we concentrate on the evaluation of the Pathfinder Project with particular reference to the changing roles of teaching assistants in primary schools, although we draw upon evidence gathered from all the schools involved in the Project. The range of different initiatives introduced to change the work of support staff is explored, as well as the resultant impact on the workloads of teachers within the schools. We discuss how the Project has facilitated innovative practice in remodelling the work of support staff and place this within the context of the changing policy agenda on workload in English schools.

UR - http://www.scopus.com/inward/record.url?scp=12844285726&partnerID=8YFLogxK

U2 - 10.1080/0013191042000308323

DO - 10.1080/0013191042000308323

M3 - Article

VL - 57

SP - 139

EP - 149

JO - Educational Review

JF - Educational Review

SN - 0013-1911

IS - 2

ER -