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A data collection process for an embedded case study focusing on the teacher-teaching assistant partnership in the mathematics classroom

A data collection process for an embedded case study focusing on the teacher-teaching assistant partnership in the mathematics classroom
A data collection process for an embedded case study focusing on the teacher-teaching assistant partnership in the mathematics classroom
This paper discusses the progress to date of an NCETM/ESRC case studentship project which focuses on the partnership between teachers and teaching assistants in secondary mathematics classrooms. The research background and rationale for the study are explained and the development of an innovative system of classroom observation to track the movement of the teacher and teaching assistant during mathematics lessons is discussed. Examples from the pilot study are employed to illustrate how this data tracking system is being used to triangulate the teachers’ and teaching assistants’ interview responses and identify how the teacher and teaching assistant work collaboratively in the classroom environment.
mathematics teachers, teaching assistants, classroom observation, embedded case study, triangulation of data
143-148
Spencer, Paul
14f405d2-93b8-4899-985c-3b755b78ff4a
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Smith, C.
2019b8d8-ee85-40ff-9bb1-76916a21de6b
Spencer, Paul
14f405d2-93b8-4899-985c-3b755b78ff4a
Edwards, Julie-Ann
812fe112-cefc-4d06-8173-12a5892f7bef
Smith, C.
2019b8d8-ee85-40ff-9bb1-76916a21de6b

Spencer, Paul and Edwards, Julie-Ann (2011) A data collection process for an embedded case study focusing on the teacher-teaching assistant partnership in the mathematics classroom. Smith, C. (ed.) British Society for Research into Learning Mathematics Day Conference, Oxford, United Kingdom. 19 Nov 2011. pp. 143-148 .

Record type: Conference or Workshop Item (Paper)

Abstract

This paper discusses the progress to date of an NCETM/ESRC case studentship project which focuses on the partnership between teachers and teaching assistants in secondary mathematics classrooms. The research background and rationale for the study are explained and the development of an innovative system of classroom observation to track the movement of the teacher and teaching assistant during mathematics lessons is discussed. Examples from the pilot study are employed to illustrate how this data tracking system is being used to triangulate the teachers’ and teaching assistants’ interview responses and identify how the teacher and teaching assistant work collaboratively in the classroom environment.

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More information

Published date: 2011
Additional Information: ISSN 1463-6840
Venue - Dates: British Society for Research into Learning Mathematics Day Conference, Oxford, United Kingdom, 2011-11-19 - 2011-11-19
Keywords: mathematics teachers, teaching assistants, classroom observation, embedded case study, triangulation of data
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 208819
URI: http://eprints.soton.ac.uk/id/eprint/208819
PURE UUID: 8da5e539-f5f3-4536-a2b1-379139ea980f

Catalogue record

Date deposited: 23 Jan 2012 15:37
Last modified: 22 Sep 2020 16:36

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Contributors

Author: Paul Spencer
Author: Julie-Ann Edwards
Editor: C. Smith

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