Teaching assistants, computers and classroom management

Johnson, H., McNally, S., Rolfe, H., Ruiz-Valenzuela, J., Savage, R., Vousden, J. and Wood, C. ORCID: 0000-0003-1492-6501, 2019. Teaching assistants, computers and classroom management. Labour Economics, 58, pp. 21-36. ISSN 0927-5371

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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: Journal article
Publication Title: Labour Economics
Creators: Johnson, H., McNally, S., Rolfe, H., Ruiz-Valenzuela, J., Savage, R., Vousden, J. and Wood, C.
Publisher: Elsevier
Date: June 2019
Volume: 58
ISSN: 0927-5371
Identifiers:
NumberType
10.1016/j.labeco.2019.02.006DOI
S0927537119300120Publisher Item Identifier
Rights: © 2019 the authors. Published by Elsevier B.V. This is an open access article under the CC BY license. (http://creativecommons.org/licenses/by/4.0/)
Divisions: Schools > School of Social Sciences
Depositing User: Jonathan Gallacher
Date Added: 01 Mar 2019 14:45
Last Modified: 05 Apr 2019 12:42
URI: http://irep.ntu.ac.uk/id/eprint/35876

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