ABSTRACT
The DISS project fi ndings made it clear that there are aspects of the deployment of TAs that need to be changed in order to avoid the damaging effects that their support can have on pupils’ academic progress. As described in the Introduction, we have set out the main body of this book using the structure of the Wider Pedagogical Role (WPR) model, and for each of the three main components we cover (deployment, practice and preparedness), we address decision-making at the school level and the classroom level.
