London School of Economics Centre for the Economics of Education LSE
Centre for the Economics of Education  (CEE)

Abstract for:

Teaching Assistants, Computers and Classroom Management: Evidence from a Randomised Control Trial

Helen  Johnson,  Sandra  McNally,  Heather  Rolfe,  Jenifer  Ruiz-Valenzuela,  Robert  Savage,  Janet  Vousden,  Clare  Wood,  August 2018
Paper No' CEPDP1562: | Full paper (pdf)
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Keywords: literacy, ICT, teaching assistants

JEL Classification: I21

Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: CEP Discussion Papers
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Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children’s reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.