Dowd, Dearbhla (2024) ‘If we are not great, then we can’t be great with the kids’: A grounded theory of successful teaching assistant-teacher partnerships for inclusive education. Professional Doctorate thesis, Tavistock and Portman NHS Foundation Trust / University of Essex. Full text available

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Abstract

Using constructivist grounded theory methodology, a theory of ‘relational interdependence’ was constructed by the author and six teaching assistant-teacher working pairs from six mainstream primary schools in one London borough. Each pair self-identified as having a successful partnership for inclusion and took part in an intensive dyadic interview about their partnership. The emerged theoretical model centred on ‘relational interdependence’ within the pair and between the pair and the children they teach. This construct is further explained by 12 theoretical categories. The theoretical process of these categories was explained by four pathways: the pairs’ interpersonal success influencing the quality of their work and interactions (1) and their capacity for this work (2), the positive impact of their partnership on the children (3) and the influence of the partnership on its context and the context on their partnership (4). Findings are discussed considering the extant literature and development of the theory, the limitations and contributions of this research and areas for future research.

Item Type:	Thesis (Professional Doctorate)
Additional Information:	Thesis submitted in partial fulfilment of the Professional Doctorate in Child, Community and Educational Psychology awarded by the Tavistock and Portman NHS Foundation Trust in association with the University of Essex
Uncontrolled Keywords:	Professional Doctorate in Child, Community and Educational Psychology Edpsych Updates
Subjects:	Learning & Education > Educational Psychology Learning & Education > Special Needs Education Research, Tests, Assessments > Grounded Theory
Department/People:	Children, Young Adult and Family Services Research
URI:	https://repository.tavistockandportman.ac.uk/id/eprint/2919

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