3.1 What is the value of teaching assistants?

Hilary Cremin et al. (2003) in their evaluation of the ways in which teachers and teaching assistants can work together in teams, suggest that, while there is enthusiasm for additional support, little attention is given to how this actually works in classrooms. It is true that learning support staff have been introduced into classrooms without clear research evidence that they can make a difference to children's learning, but then life often moves faster than the supply of research evidence.<
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1.4 Ways of working and contributing

The physical design of most primary schools certainly reflects the expectation that teachers work in classrooms with large numbers of children. In fact, given their large classes, most schools feel quite crowded. The employment of teaching assistants has doubled the number of adults working in some classrooms and, as Schlapp and Davidson note in the pdf document attached in Section 1.2, this has sometimes led to problems with regard t
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1.3.1 Reactions to near-death experiences

A number of people have claimed that they have been at death’s door and can recall some of the sensations. Attempts to speak about near-death experiences (a term used to describe the extra-ordinary experiences some people have when close to death or when deeply unconscious) can meet with incomprehension, fear and hostility from friends as well as medical experts and researchers, many of whom refute the existence of near-death experiences. As Toates (1999, p. 1) says:

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5.1 What is disability?
Interpersonal communication in health and social care services is by its nature diverse. As a consequence, achieving good or effective communication – whether between service providers and service users, or among those working in a service – means taking account of diversity, rather than assuming that every interaction will be the same. This unit explores the ways in which difference and diversity impact on the nature of communication in health and social care services.
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4.14 Changing fatherhood identities
Interpersonal communication in health and social care services is by its nature diverse. As a consequence, achieving good or effective communication – whether between service providers and service users, or among those working in a service – means taking account of diversity, rather than assuming that every interaction will be the same. This unit explores the ways in which difference and diversity impact on the nature of communication in health and social care services.
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References

Alexander, A. and Morrison, M. A. (1995) ‘Electric toyland and the structures of power: an analysis of critical studies on children as consumers’, Critical Studies in Mass Communications, vol. 12, pp. 344–53.
Bandura, A. (1965) ‘Influence of models’ reinforcement contingencies on the acquisition of imitative responses’, Journal of Personality and Social Psychology, vol. 1, pp. 589
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