Professionalism and whole primary school factors aiding and impeding the work of the Learning Mentor

doi:10.1111/j.1467-9604.2006.00431.x

If you are seeing this message, you may be experiencing temporary network problems. Please wait a few minutes and refresh the page. If the problem persists, you may wish to report it to your local Network Manager.

It is also possible that your web browser is not configured or not able to display style sheets. In this case, although the visual presentation will be degraded, the site should continue to be functional. We recommend using the latest version of Microsoft or Mozilla web browser to help minimise these problems.

Wiley InterScience

Support for Learning

Volume 21 Issue 4, Pages 194 - 198

Published Online: 16 Oct 2006

Published on behalf of nasen

Go to Society Site

< Previous Abstract | Next Abstract >

Save Article to My Profile Download Citation Request Permissions

Abstract | References | Full Text: PDF (Size: 262K) | Related Articles | Citation Tracking

LEARNIGN MENTORS

Professionalism and whole primary school factors aiding and impeding the work of the Learning Mentor

HEATHER ROPER MARSHALL ¹

¹ Currently a Learning Mentor in a Bristol primary school. Prior to this she worked as a Learning Support Assistant where the main focus of her work was supporting children with emotional and behavioural problems. Her research was conducted in her first months of being employed as a Learning Mentor and undertaken as part of her study towards her Ba (Hons) Education.

Correspondence to Heather Roper Marshall, Oldbury Court Primary School, Frenchay Road, Bristol BS16 2QS. Email: heather.rm@blueyonder.co.uk

KEYWORDS

learning mentor • primary schools • relationships • support

ABSTRACT

This article is based on a survey of 25 learning mentors in order to identify their background and training, barriers and opportunities they experience in their work with individual primary aged pupils with EBD. Heather Roper Marshall undertook this study as part of her work towards her BA (Hons) Education. She adopts a personalised, narrative style to describe the experiences of learning mentors, highlighting the importance of their relationships with the children they support and with other professionals working in primary schools.

DIGITAL OBJECT IDENTIFIER (DOI)

10.1111/j.1467-9604.2006.00431.x About DOI