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100   $a20180331d2006      uy         0
101 0 $aeng
135   $aur|||||||||||
181   $ctxt
182   $cc
183   $acr
200 10$aTeaching assistants $epractical strategies for effective classroom support /$fMaggie Balshaw and Peter Farrell
210  1$aLondon :$cDavid Fulton Publishers,$d2006.
215   $a1 online resource (viii, 136 p.) 
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a1-85346-828-2 
311   $a1-299-62790-0 
320   $aIncludes bibliographical references.
327   $asection 1. Background to the development of the good practice guide -- section 2. Developing a conceptual framework for improving practice -- section 3. Strategies drawn from experiences in schools and LEAs -- section 4. Summary : reflections on future practice development.
330   $aThis practical book is intended to support schools and LEAs in developing effective strategies in working with teaching assistants. Suggested approaches are supported with real examples from practice.
330   $bThis practical book is intended to support schools and LEAs in developing effective strategies in working with teaching assistants. It is related to the DfEE's recently published Good Practice Guide (2000). Suggested approaches are supported with real examples from practice, showing the reality of how schools can review and develop practice and so become more effective in their management and support of teaching assistants. The aim is to enable managers in schools and LEAs to work effectively with teaching assistants; teachers to plan classroom approaches for working with teaching assistants; teaching assistants to improve their practice; and children to learn more effectively in inclusive settings. This book will be of use to headteachers, senior staff in schools, SENCOs, LEA support staff, class teachers and teaching assistants. This practical book is intended to support schools and LEAs in developing effective strategies in working with teaching assistants. It is related to the DfEE's recently published Good Practice Guide (2000). Suggested approaches are supported with real examples from practice, showing the reality of how schools can review and develop practice and so become more effective in their management and support of teaching assistants. The aim is to enable managers in schools and LEAs to work effectively with teaching assistants; teachers to plan classroom approaches for working with teaching assistants; teaching assistants to improve their practice; and children to learn more effectively in inclusive settings. This book will be of use to headteachers, senior staff in schools, SENCOs, LEA support staff, class teachers and teaching assistants.
606   $aTeachers' assistants
606   $aSchool support teams
615  0$aTeachers' assistants.
615  0$aSchool support teams.
676   $a371.1/4124/0941
700   $aBalshaw$b Margaret H.$01699782
701   $aFarrell$b Peter$0898702
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910814934203321
996   $aTeaching assistants$94082297
997   $aUNINA