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Dr Paula Bosanquet

Head of Training and Development

Paula is the Head of Training and Development.  She oversees continuing professional development projects for schools, Local Authorities and other clients, and supports schools with research projects.  Paula is also the Knowledge Exchange Fellow for the Cass School of Education and Communities.



    Paula is the Head of Training and Development.  She oversees continuing professional development projects for schools, Local Authorities and other clients, and supports schools with research projects.  Paula is also the Knowledge Exchange Fellow for the Cass School of Education and Communities.
    Before her current role, Paula worked at UEL as a subject head, programme leader, and tutor across a number of postgraduate programmes.  She was previously a teacher in two London Local Authorities.
    Paula’s main research area is the interactions between teaching assistants and pupils, with a focus on pupil independence.  She also carries out extensive continuing professional development and consultancy work in this area.
    Paula is a member of Fellow of the Higher Education Academy, and the Centre for Applied Interaction Research (CAIR).  She has been an external examiner and external advisor for a number of higher education institutions.

    Overview




    Paula’s main research area is the interactions between teaching assistants and pupils, with a focus on pupil independence.  She is currently working in partnership with UCL IoE on the Education Endowment Funded project ‘Maximising the Impact of Teaching Assistants’.

    Collaborators

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    Research

    Bosanquet, P., Radford, J. and Webster, R. (2016). The Teaching Assistant’s Guide to Effective Interaction: How to Maximise Your Impact. Abridge: Routledge.

    Radford, J., Bosanquet, P., Blatchford, P., Webster, R. (2015). Scaffolding learning for independence: clarifying teacher and teaching assistant roles for children with SEN. Learning and Instruction, 36, 1-10.

    Radford, J., Bosanquet, P., Webster, R., Blatchford, P. & Rubie-Davies, C. (2014). Fostering learner independence through heuristic scaffolding: a valuable role for teaching assistants. International Journal of Educational Research, 63, 116-126.

    Publications

    Currently working in partnership with UCL IoE on the Education Endowment Funded project ‘Maximising the Impact of Teaching Assistants’.  Details can be found at https://educationendowmentfoundation.org.uk/our-work/projects/maximising-the-impact-of-teaching-assistants/

    Funding

    The practice, management and deployment of teaching assistants in primary and secondary schools;
    Scaffolding learning;
    Classroom interactions;
    Conversation Analysis;
    Primary English (particularly speaking and listening);
    English as an additional language.



    Interests

    Portfolio




    EdD
    MA in Education
    Member of the Centre for Applied Interaction Research (CAIR), based at University College London.
    Member of United Kingdom Literacy Association (UKLA).

    Teaching