Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork

Following the review of literature in the preceding article concerning the deployment of support staff, Hilary Cremin, Gary Thomas and Karen Vincett here focus attention on the classroom in their evaluation of three models of team organisation and planning for the work of teaching assistants — room management, zoning and reflective teamwork — in six primary classrooms. Readers will be interested in the detail of the methodological approach adopted and the general finding that all three models were evaluated positively by the participants.