Teaching assistants and class teachers: differing perceptions, role confusion and the benefits of skills-based training

Rosemary Butt, Kaye Lowe

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	207-219
Number of pages	13
Journal	International Journal of Inclusive Education
Volume	16
Issue number	2
DOIs	https://doi.org/10.1080/13603111003739678
Publication status	Published - 2011

Access to Document

@article{a773958c07854481aec3199da89bde8a,

title = "Teaching assistants and class teachers: differing perceptions, role confusion and the benefits of skills-based training",

keywords = "teaching assistants, skills, training",

author = "Rosemary Butt and Kaye Lowe",

year = "2011",

doi = "10.1080/13603111003739678",

language = "English",

volume = "16",

pages = "207--219",

journal = "International Journal of Inclusive Education",

issn = "1360-3116",

publisher = "Routledge",

number = "2",

}

TY - JOUR

T1 - Teaching assistants and class teachers: differing perceptions, role confusion and the benefits of skills-based training

AU - Butt, Rosemary

AU - Lowe, Kaye

PY - 2011

Y1 - 2011

KW - teaching assistants

KW - skills

KW - training

U2 - 10.1080/13603111003739678

DO - 10.1080/13603111003739678

M3 - Article

SN - 1360-3116

VL - 16

SP - 207

EP - 219

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

IS - 2

ER -