Interviews and Questionnaires Volume 2 - UK Data Service · The PACE (Primary Assessment, Curriculum and Experience) project aims to study the impact on English primary schools of

PACE

Interviews and Questionnaires

Volume 2

Introduction to the SPSS datafilesdeposited with the ESRC Data Archive

Introduction to the SPSS datafiles deposited with the ESRC Data Archive

Table of Contents

1)

2)

3)

4)

5)

6)

7)

Background to the PACE study.

● Background to the PACE study

● Further reading

● Project Directors

● Address for correspondence concerning the PACE study

● Address for enquiries concerning the datasets

● Data deposited with the ESRC Data Archive.

● The Head Teacher and Class Teacher Interviews and Questionnaires

● Contents of disks

● ID variables and matching files

● Multiple Response variables

TQO1 .sav SPSS data file

● Frequencies & Mult Response tables

● Advance Questionnaire

HT12.sav SPSS data file● Frequencies & Mult Response tables

● Head Teacher Interview Schedule

TI02.sav SPSS data file● Frequencies & Mult Response tables

● Teacher Interview Schedule

TQ06.sav SPSS data file● Frequencies & Mult Response tables

● Advance Questionnaire

HT16.sav SPSS data file● Frequencies & Mult Response tables

● Head Teacher Interview Schedule

TI06.sav SPSS data file● Frequencies & Mult Response tables

● Teacher Interview Schedule

Trademarks

SPSS, SPS!VPC+ and SPSS for Windows are registered trademarks of SPSS inc.MS-DOS and Microsofi Word are registered trademarks of Microsoft Corporation.IBM is a registered trademark of International Business Machines Corp.WordPerfect is a registered trademark of WordPerfect Corp.dBase IV is a registered trademark of Borland International, Inc.

Introduction - Page 2


— Background to the PACE study

The PACE (Primary Assessment, Curriculum and Experience) project aims to study theimpact on English primary schools of the introduction, following the 1988 Education ReformAct, of the National Curriculum and its associated assessment procedures. Questiomaires andinterviews with heads and infant teachers in forty-eight schools in eight varied areas, providedbackground data for a closer focus on nine schools. Here both systematic and qualitativeclassroom observation took place, and children as well as teachers in infant classes wereinterviewed. These randomly selected pupils formed a cohort who have taken part in thesubsequent years of the study. In 1990 and in 1991 the new assessment procedures wereobserved and analysed.

Phase 1 of the project is now complete and an account of its findings has appeared in abook, Chamzing Eng lish Primary Schools?, (Cassell, London, 1994). The research provides acomplex body of inter-related findings, reported under four main headings: School Change,

Teacher Professionalism, Assessment and Curriculum and Pedagogy. These are located

historically and are analysed in terms of the three main themes which draw together the varied

methods and strands of the project: power, values and understanding.

Phase 2 of PACE (years 3 & 4) has now been completed and the results are due to bepublished at the start of 1996.

Pupils of the original cohort, now in Year 6, continue to be observed and interviewed, asdo their teachers. In addition, teachers and heads in the wider sample of schools have again beeninterviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material on thedegree and kind of change experienced in primary schools during a period of unprecedentedinnovation.

The PACE project is conducted jointly by the Faculty of Education at the University ofthe West of England, Bristol and the School of Education at the University of Bristol. It isfunded by the Economic and Social Research Council, whose support is gratefullyacknowledged.

—

Futiher reading

This book in itself does not aim to describe all the aspects of the PACE research. Chapter4 ‘Research Design and Data Gathering Methods’ of the book Changing English PrimarySchools?, (Cassell, London, 1994) gives a more detailed description of the study and isrecommended reading before using these data. Appendix A of the same book gives details of thecoding used in the systematic classroom observations. Both of these documents have been

deposited with the ESRC data archive in hard copy.

—



Project Directors

Prof. Andrew PollardFaculty of Education,University of the West of England, Bristol

Prof. Patricia BroadfootSchool of Education,University of Bristol

Prof. Paul CrollDepartment of EducationUniversity of Reading

Studies and Management,

Address for correspondence about the PACE study

Prof. Andrew PollardResearch & Staff Development OfficeFaculty of EducationUniversity of the West of EnglandRedland Hill HouseRedland HillBristolBS66UZ

Address for enquiries concerning the datasets

Mike TaysumResearch & Staff Development OfficeFaculty of EducationUniversity of the West of EnglandRedland Hill HouseRedland HillBristolBS66UZ

Telephone: (01 17) 9741251 Ext 4226

w



. Data deposited with the ESRC Data Archive.

The PACE survey is supplied to the ESRC Data Archive as two sets of high density(1 .44M) MS-DOS format disks containing fully labelled SPSS system datafiles. Hard copy ofrelevant documents such as coding frames and original interview schedules have also beendeposited with the ESRC Data Archive.

The SPSS system datafiles come in two formats. One is for use with SPSS for Windows,the other is a portable system file for use on other operating systems. A DBase IV version of thedata is also included for use with statistical packages other than SPSS.

The two sets of disks are

Head Teacher and Class TeacherInterviews and Questionnaires

Volumes 1 to 3(detailed in this volume)--

and

Pupil and TeacherSystematic Classroom Observations

(detailed in companion volume)

The ‘Interviews and Questionnaires’ come from the study of 48 schools within the eightLEAs. The ‘Systematic Classroom Observations’ come from the more detailed study of childrenwithin nine of the 48 schools. Each interview or questionnaire is covered by a section in thesevolumes. In each section a listing of the variables in the datafile is followed by frequency andmultiple response listings for all variables or variable groups. To complete the section theoriginal questionnaire or interview schedule is reproduced.

The original coding frames have been deposited as hard copy with the ESRC data archive

in case fhrther clarification is needed for the meaning of any of the codes.



. The Head Teacher and Class Teacher Interviews and Questionnaires

The interviews and questionnaires are spilt into three volumes. Volume 3 is planned forearly 1996.

Volume 1 consists of the six datasets collected during PACE 1. (Reception to Year 2).

1. Head Teacher and Reception & Year 1 Class Teacher Advance QuestionnaireSummer Term : Reception Year 1989/901TQuest : TQO1 .sav

2. Head Teacher InterviewSummer Term : Reception Year 1989/902HTInt : HT12.sav

3. Reception & Year 1 Class Teacher InterviewSummer Term : Reception Year 1989/902TInt : TI02.sav

4. Head Teacher and Year 1 & 2 Class Teacher Advance QuestionnaireSummer Term : Year 2 1991/926TQuest: TQ06.sav

5. Head Teacher InterviewSummer Term : Year 2 1991/926HTInt: HT16.sav

6. Year 1 & 2 Class Teacher InterviewSummer Term : Year 2 1991/926TInt : TI06.sav

Volume 2 consists of the four datasets collected during PACE 2. (Years 3 &4)

.1. Year 3 & 4 Class Teacher Interview

Autumn Term : Year 4 1993/949TInt : TI09.sav

2. Head Teacher InterviewSpring Term : Year 4 1993/949HTInt : HT19.sav

3. Reception & Year 1 Class Teacher InterviewSpring Term : Year 4 1993/9410TInt : TI 10.sav

4. Head Teacher and Year 1 & 2 Class Teacher Advance QuestionnaireSpring Term : Year 4 1993/9410TQuest : TQ1 O.sav

—



Volume 3 is planned to consist of two datasets collected during PACE 3. (Years 5 &6)

1. Head Teacher InterviewAutumn Term : Year 6 1995/9613HTInt : HT13.sav

2. Year 4 & 6 Class Teacher InterviewAutumn Term : Year 6 1995/9613TInt : TI13.sav



Contents of disks

Each volume of ‘Interviews and Questionnaires’ comes with a disk containing SPSS forWindows ‘sav’ files, SPSS portable ‘per’ files for use on other computer systems and DBase

IV ‘dbf’ files for each of the datasets. Each interview or questionnaire is contained within its

own subdirectory.

Interviews and Questionnaires - Volume 1

● TQO 1 <dir>

● TQO 1.sav

● TQO 1.por

● TQO 1.dbf

● HT12 <dir>

● HT12.sav

● HT12.por

● HT12.dbf

● TI02 <dir>

● TI02.sav

● TI02.por

● TI02.dbf

● TQ06 <dir>

● TQ06.sav

● TQ06.por

● TQ06.dbf

● HT16 <dir>

● HT16.sav

● HT16.por

● HT16.dbf

● TI06 <dir>

● TI06.sav

● TI06.por

● TI06.dbf

SPSS for Windows system data file

Portable SPSS data file

DBase IV version of data file


















Interviews and Questionnaires - Volume 2

● TI09 <dir>

● TI09.sav

● TI09.por

● TI09.dbf

● HT19 <dir>

● HT19.sav

● HT19.por

● HT19.dbf

● TQ1 O <dir>

● TQIO.sav

● TQIO.por

● TQIO.dbf

● TI 10 <dir>

c TIIO.sav

● TI 10.por

● TI 10.dbf













Interviews and Questionnaires - Volume 3 (Planned for early 1996)

● HT13

● T113



ID Variables And Matching Files

Each record in the data files has a unique identifier IDNUM to identi~ individual teacher

interviews. It is a three digit number made from the variables LEA,SCHOOL ID and TEACH ID

which are also included in the files.

The first digit of IDNUM k the LEA code (1-8), the second digit identifies each school

within each LEA. The SCHOOL ID variable is a two digit number consisting of LEA (1stdigit)

and school within the LEA (2nd digit).

The final digit, TEACH ID,provides a unique identifier within each school. It should be

noted however that the TEACHID variable does not ensure matching across the studies. For

instance a teacher with IDm= 123 in one study is ti necessarily the same teacher as a teacher

with IDm= 123 within another study. The school and LEA will however be the same.

Head Teachers always have TEACH ID=o and can be linked longitudinally across studies.

The 48 schools provided differing numbers of teachers for each round and hence if longitudinal—

study is attempted on class teacher data, it will probably be necessary to AGGREGATE the data

by producing average responses for each school.

LEA and SCHOOL ID can be used to link files with others from the PACE study on an

AGGREGATED basis. For more information on the AGGREGATE command please refer to the

SPSS manuals or the HELP command in SPSS for Windows.



Response Variables

Many of the questions allow for a variable number of answers from each of the teachers.For instance question 9b in the first Head Teacher Interview asks the ‘Nature of change inteaching methods’. There are three variables ht 20 9b2 a to ht 20 9b2 c available for the

responses. The valid codes for these variables are ‘O’ for not an answer and ‘1-12’ for specifiedresponses. The statistical software SPSS handles these groups of variables using the MULT

RESPONSE command,butifa teacherhasnotgivenanyresponsesheishewillbetreatedasa

missingcaseandignoredinthestatistics.Thiscanleadtooneteacheraccountingfor100°/0ofthestatisticsiftheotherteachershavenotgivenanyresponses.Inordertogetroundthis,ifateacherhasgivennoresponsesinagroupofvariables,thefirstvariableofeachgroupisrecodedtoa‘NO COMMENTS’ code. The end result of this is that ‘NO COMMENTS’countsas1response.

If this does not serve the purpose needed, just RECODE the‘NO COMMENTS’codebacktozero.

The following SPSS syntax shows an example using the question 9b as described above.The GROUPS subcommanddefinesthemultipleresponsegroup‘ht20 9b’ asbeingmade upof

thethreevariables‘ht20 9b2 a to ht 20 9b2 c’andhavingitsown variablelabel‘Natureof

changeinteachingmethods’.The‘(1,13)‘defineswhichcodesaretobecounted-1,12 are

thevalidcodes,and13 isthe‘NO COMMENTS’code.TheFREQUENCIES subcommandcould

bereplacedby a CROSSTABS command iftheresultsaretobebrokendown by a categorical

variablesuchasLEA.

-> MULT RESPONSE

-> GROUPS= $ht209b2 ‘Nature of change in teaching methods ‘

-> (ht209b2a ht209b2b ht209b2c (1,13) )

-> /FREQUENCIES= $ht209b2 .

The results of this procedure are shown below. The table is somewhat similar to theoutput from theFREQUENCIES command,butshowsnotonlythepercentageoftheresponses

butalsothatoftheheadteachers(cases).For more information on theMULT RESPONSE

procedureseetheSPSS manual.

Group $HT2 O9B2 Nature of change in teaching methods

Category label

Head more curriculum

Head less curriculum

More formal methods

Pet of Pet of

Code Count Responses Cases

control 1 1 1.0 2.1control 2 2 2.0 4.2

3 1 1.0 2.1More child centred methods

Changes in assessment procedures

Changes in record keeping

More group work

Joint staff planning of curriculum

More non-contact time for staff

Other

NO COMMENTS

4

5

6

8

9

101213

4

20215255141

---- ---

4.020.221.25.1

25.3

5.1

14.11.0

---- -

8.3

41 .-7

43.8

10.452.110.429.22.1

-----

206.3Total responses 99 100.0

0 missing cases; 48 valid cases


PACE 2

9HTlnt

Head Teacher Interview

Spring TermYear 4: 1993/94

Frequencies and Multiple Response Tablesfrom the SPSS data file

deposited with the ESRC data archive.

18/09/95 14:26:51

9HT INT

PACE

9 HTInt

Head Teacher Interview

1994

9HT INT

School

1

2

3

4

5

What is the approximate numberof pupils in your school?

El

How many years have you beena headteacher?

under 1 year1 - 4 years5 - 10 years

11 - 20 yearsover 20 years El

How long have you been at yourpresent school?

n

In which age group are you?

30 or under I 131 - 45over 45

Interviewer Code

Male

D

I I

Female

2

9HT INT

6

Can we start by asking you what you think about Sir RonDearing’s recommended changes to the National Curriculum asit affects primary schools?

What is your opinion of the proposed changes with regard tocurriculum coverage?

7 What is your opinion of the changes with regard toassessment arrangements?

8 Would you have liked to see any further changes with regardto curriculum coverage?

PROMPT : What are they?

3

9HT INT

9 Would you have liked to see any further changes with regardto assessment arrangements?

PROMPT : What are they?

Can we talk now about some of the changestaken place since the introduction ofCurriculum? (INTERVIEWER - note overalldetails of changes for questions 10 - 12)

that may havethe Nationalresponse

10 Have there been changes with regard to your relationsyour staff? Are they better now or not so good and inway?

and

withwhat

11 Have there been changes with regard to relationshipsbetween teachers and children? Are they better now or notso good and in what way?

4

9HT INT

12 Have there been changes with regard to the relationshipsbetween parents and the school? Are they better now or notso good and in what way?

13 Could you say whether you are spending more, or less, orabout the same time on each of the following activities inyour school compared with before the Education Reform Act?

For example, maths

Maths

English

Science

Tech. with Design

History

Geography

Music

Art

Physical Education

Religious Education

Other activities(please specify)

(interviewer to go through checklistbelow and fill in, and to include anote of explanation if interviewee notthere pre-ERA)

more

more

more

more

more

more

more

more

more

more

more

less

less

less

less

less

less

less

less

less

less

less

same

same

same

same

same

same

same

same

same

same

same

5

9HT INT

14 One of the recommendations of the Alexander, Rose andWoodhead report (the “Three Wise Men” report ) was toincrease the level of whole class teaching. What do youfeel about this proposal?

15 Has the level of whole class teaching increased in yourschool since the introduction of the National Curriculum?

16 Another proposal was that there should be more teaching ofseparate subjects and less topic-based and integratedsubject teaching. What do you feel about this proposal?

6

9HT INT

17 Has your school moved towards more separate subj ectteaching since the introduction of the National Curriculum?

18 [Give card] The discussion document prepared byAlexander, Rose and Woodhead suggested that there are threebroad teaching roles available to primary school teachers:

*The

*The

*The

*The

Generalist

Generalist/Consultant

Semi-Specialist

Specialist

How far does such a division of labour apply to yourschool?

[Probe for details bearing in mind answers to earlierquestions about teachers’ work]

7

9HT INT

19 Have you noticed any changes over the last few years in thechildren in this school?

(Note headteacher’s response first, then prompt)

PROMPT: eg Attitude

Behaviour

Enjoyment of school

Health

20 Do you think that some children have benefited more thanothers or have been particularly disadvantaged by theintroduction of the National Curriculum? For each of thefollowing groups can you say if they have:

Particularly No particular Been Not sure

benefited effect particularly

disadvantaged

Girls

Bovs

Children t’romethnlc mlnorrues

Htgher attammg children

Average attam]ng children

Chlidren wrth Iearnmg difficulties

Emotlonallv disturbed

Other

21 It has been said that the National Curriculum assessmentprocedures may create and reinforce a sense of failure insome children.

8

9HT INT

Do YOU think it & raising children’ s awareness ofdifferences in achievement?

22 Do you have a whole school assessment policy?details)

(PROMPT for

23 Does it include/do you have, a policy with regard tochildren’s awareness of differentiation and failure?

24 We talked earlier about National Curriculum changes. Would

9

9HT INT

25

you say that you had an overall strategy for curriculumdevelopment and change? Could you describe it?

With regard to your freedom of action as a head, inof your work how free do you feel to act asdifferent areas

you think best,

(If freedom hascoming from?)

Curriculum

and has

reduced

coverage

this been changing

ask - Where are

Assessment arrangements

Managing your staff

Managing school finances and resources

recently?

the constraints

26 Moving on to your role as a head, would you say that youhad a particular approach to your leadership role in theschool?

10

9HT INT

27 Can you tell me about changes in the way the school is runover the past few years? Have there- been changes withregard to:

Alore Less

Planning cooperatively I

Working cooperatively

Consultation between head and

staff

Central direction by head

Democratic decision makirw I I

Mixed No change Not sure

28 We have been talking about your management practice andyour role as a head. Overall, do you think that your lifeas a head has changed much in the last few years?-

11

9HT INT

29

If SO, would you say how.

Cover: Personal fulfillment

Enjoyment of headship

Working with colleagues

Do you find as much satisfaction/fulfilment in headship howas you did five years ago? (or since you were appointed,if more recent) .

12

9HT INT

31

32

Three final questions

Realistically, how do you think primary education willdevelop in the next five to ten years?

Do you think that when pupils now in Year 3/Year 4 leaveyour school, they will have received a better or worseprimary education than children who left before theintroduction of the National Curriculum?

In what way?

If you had the chance to choose again, would you stillchoose to be a teacher?

Would you still choose to be a headteacher?

13

*The Generalist Who teaches most or all Of the CUrrlCUIUK1.

*The Generalist/Consultant who combines a generalist role

with cross-school coordination and support in a subject.

*The semi-specialist who teaches his/her subject but who

also has a generalist and/or consultancy role.

*The specialist Who teaches his/her subject full-time.

How far does such a division or labour apply to your

school?

, 1

II

\

II

III

I

II

I

II

II

PACE

9 HTht

Hetid Teacher Interview Coding

1994

I

I

9HT Int:Coding D4

Headteacher Interview Codinq: 9HTInt, 1994

NB : ‘Other’ codes should be specified and noted on cards.

1

2

3

4

5

6

Background details

Approximate number of pupils in school.(Enter in full 10s; e.g. enter 300 as 30)

Number of years as headteacher:

1 Under 1 year2 1-4 years3 5-10 years4 11-20 years5 over 20 years

Number of years in present school:

1 0-5 years2 6-10 years3 11-20 years4 over 20 years

Age group:

1 30 or under2 31 - 453 over 45

Gender:

1 Female2 Male

The Dearinq Report

Opinion of changes recommended by Dearing to curriculum coverage:

Overall response: Code 1

1 Approve2 Mixed: like some aspects; dislike others3 Neutral/ Don’t know4 Disapprove

Individual responses

1 Like reduction in curriculum content2 Dislike reduction in curriculum content3 Like added flexibility for teachers4 Unsure as yet whether modifications will be successful5 Curriculum still overcrowded6 Not really familiar with Dearing recommendations7 Would like period of stability/ no change8 Other

Code 1:

Code 1:

Code 1:

Code 1:

Code 1:

Code up to 3

9HTInt: Coding D3

7 Opinion of changes recommended by Dearing to assessment arrangements:



Individual responses Code up to 3

1 Like added emphasis on teacher assessment2 Like reduction in time spent on SATS3 Changes are not sufficiently radical4 Process still too time-consuming5 Fear assessment may become too formal6 Not really familiar with Dearing recommendations7 Suggestions do not address problem of subjectivity in SATS8 Other

8 Further curricular changes considered desirable:Code up to 4

123456

789

Would like further reduction in content of curriculumDo not want reduction in content of curriculumMore emphasis on creative, expressive side of curriculumMore emphasis on ‘basics’More freedom of choice for teachers and schoolsMore thought given to curriculum as a whole, practicality ofteaching, rationalizing progression between LevelsWould like a period of stability, no further changesDon’t know/ difficult to sayOther

9 Further assessment-related changes considered desirable: Code up to 4

123456

78910

More emphasis on teacher assessmentAssessment procedures further simplifiedRecord-keeping simplified, reducedTime taken for SATS greatly reducedSATS replaced by shorter, formal testsSAT assessment made less subjective, more standardised,consistent; rationalizing progression between LevelsMore flexibility in assessment proceduresChanges in reporting proceduresDon’t know/ difficult to sayOther

9HTInt: Coding D3

School relationships

10 Change in head-staff relationships

Overall response

1 Greatly improving2 Moderately improving3 Little or no change4 Neutral change5 Slightly deteriorating6 Considerably deteriorating7 Mixed: better in some ways; worse in others

Individual comments

123456789101112

Code 1

Code up to 5:

I am more consultative, democraticI have to be more authoritarianI welcome NC as a tool for imposing desirable changeI have less time for staffI have more time for staffOur relationship is more strainedOur relationship is more relaxedReassuring/protective role toward staffActivating role toward staffProviding staff with more non-contact time is priorityPressures on me mean providing staff with less non-contact timeOther

11 Quality of teacher-pupil relationships: change in recent years:

Overall response Code 1

1 Positive2 Negative3 Little or no change4 Don’t know

Individual comments Code up to 2:

1 Defended because so important2 Not threatened by changes3 By pressure on teacher time (less time to respond to children)4 By teachers’ feelings of stress (less relaxed)5 By assessment6 Less didactic, more open-ended learning7 Less open-ended, more didactic teaching8 Other

9HTInt: Coding D3

12 Influence of educational changes on parent-school relationships

Overall response: Code 1:

1 Noticeable change2 Moderate change3 Little or no change

Individual responses: Code up to 3:

123456

78

Parents more demanding, more conscious of ‘rights’Parents more anxious; pressure on childrenParents supportiveParents less supportive than in pastParents requiring more explanation of results, ‘levels’, etc.Parents generally misunderstand National Curriculum vocabulary,‘Levels’ etc.Parents relaxed; trust teacher judgementOther

13 Curriculum changes

For each curriculum area on the schedule (Maths, English ... RE, Other)code one of the following:

1 More2 Same3 Less

Alexander, Rose & Woodhead (‘Three Wise Men’) report

14 Views on increasing level of whole class teaching Code up to 2

12345678

Strongly agreeNeutralMixed feelings: agree for Key Stage 2, not for Key Stage 1Mixed feelings: agree for some curriculum areas, not for othersStrongly disagreeNot appropriate here because of mixed age classesPrefer balanced approachOther

15 Has level of whole class teaching increased in this school? Code 1

12345678

Considerable increaseSome increaseLittle or no changeSome decreaseConsiderable decreaseMixed: increase in some curriculum areas, not in othersMixed: increase for some age groups, not for othersOther

9HTInt: Coding D3

16 Views of recommendation for more separate subject and less integratedsubject teaching Code up to 3

123

4

5

6

7

AgreeNeutral/ don’t knowMixed: approve of integration in some curriculum areas, not in

othersWould like emphasis on integrated topics, with some discretesubject teaching where appropriateWould like emphasis on discrete subject teaching, with some

integrated topics where appropriateWould like emphasis on integrated topics at KS1, more discretesubject teaching at KS2Disagree

17 Movement toward more separate subject teaching Code 1

1 Much less integration2 Some movement away from integration3 Little or no change4 Some movement toward integration5 Much more integration

18 Classification of teaching roles:For each role, code one of the following:

1 No-one has this role2 One or two staff member/s hold/s this role3 Majority of staff hold this role

Pupil experience/ assessment

19 Changes in recent years in characteristics of children:

Overall response:

1 No, or hardly any, changes noticed2 Moderate changes3 Noticeable changes

Individual responses:

12345678910111213141516

More disruptiveLess disruptiveMore ‘streetwise’, sophisticatedNoisierQuieterFewer listening skillsBetter listening skillsMore enjoyment of schoolLess enjoyment of schoolLess co-operative, socially skilledMore co-operative, socially skilledLess healthyMore healthyHigher academic attainmentLower academic attainmentOther

Code 1:

Code up to 4:

9HTInt: Coding D3

20 Advantage/disadvantageto certain groups of children, through NationalCurriculum:

For each group (Girls, boys, children from ethnic minorities, higherattaining, etc. ) code one of following:

1 Particular benefit2 No particular effect3 Particular disadvantage4 Not sure

21 Possibility that National Curriculum is raising children’s awareness ofdifferent achievement levels, possibly creating sense of failure amongsome children:

Code up to 2:

1 Children are more conscious of different attainment levels,possibly because of SAT reports, parents’ comments

2 Children have always been well aware of different attainmentlevels; no particular difference through National Curriculum

3 Children unaware of different attainment levels4 Fear that this may happen5 Other

22 School assessment policy

Overall response:

1 None2 In process of being developed3 Clear assessment policy document

Individual comments

1 Standardised tests for reading, maths, etc.2 Structured maths scheme3 Structured reading scheme4 Listening to children/ observing them5 Oral questioning6 Tasks planned specifically for assessment purposes7 Regular spelling tests8 Regular testing of tables or other maths9 Pupil self-assessment10 Selection of work for portfolios11 Based on ATs12 Other

23 Children’s awareness of failure/differentiation: policy:

Overall Response

Code 1:

Code up to 4

Code 1

1 Clear policy2 Policy in process of being developed3 No policy

9HTInt: Coding D3

Individual comments Code up to 3

1 Keep all assessment activity low-key: no public criticism ordifferentiation

2 Stress positive achievement: play down areas of under-attainment3 Routinise: regular tests - spelling, etc. , so that children

accept as normal activity4 No particular strategies: differences are inevitable part of

school life5 No problem, so no particular strategy6 Other

Headteacher’s role in school

24 Strategies for curriculum developmentCode up to 2

1234

5678

Top-down management strategy deriving from HeadLEA-based strategyCollegiate (whole school strategy)No strategy - panic response/ unplanned response (headless

chicken)No strategy - lack of awareness, head in sand (ostrich)Building on present practice (incorporation)Having to make major changes (accommodation)Other

25 Greater/reduced freedom of action

Overall response

1 Completely free2 Fairly free3 Undecided4 Fairly constrained5 Very much constrained

Perceived changes in degree of freedom

Code 1

Code 1

1 Feel very much more free to do as I think best2 Feel slightly more free to do as I think best3 No noticeable change4 Feel slightly less free to do as I think best5 Feel very much less free to do as I think best

Nature of changes in freedom/constraint Code up to 5

1234567891011121314151617

More time spent on financial planningLess time spent on financial planningMore emphasis on governors’ meetingsLess emphasis on governors’ meetingsMore record-keeping and other paperworkLess record-keeping and other paperworkMore time spent on curriculum planningLess time spent on curriculum planningMore free timeLess free timeMore chance to have contact with childrenLess chance to have contact with childrenPressure to justify activities/ increased accountabilityUse of NC as a tool to implement desired changeAnxiety about coming Ofsted inspectionsLess choice in content of curriculumOther

9HTInt: Coding D3

26 Approach to leadership role in school Code up to 3

1

23456789

I have to take final responsibility, so I must decide how schoolis runInvolve senior management team in decision processI believe in a democratic leadership style, involving whole staffI take into account the wishes of the governorsI take into account the wishes of the parentsI take into account the wishes of the governmentI take into account the wishes of the LEAI try to be pro-active, not reactiveOther

27 Changes in way school is run:

Open-ended response: overall Code 1

1 Considerable change2 Moderate change3 Little or no change4 Not answered: interviewee in first two years of headship at this

school

Specific responses (apart from those pre-specified below) Code up to 3

1 More freedom in allocating funds, more able to care for

buildings, etc.2 Smaller classes3 Reduced funding: severe or moderate financial restraints4 Larger classes5 Reduced ancillary help, fewer resources for special needs6 Aware of advantage in appointing younger staff appointed because

of lower salaries7 Changes in organisation of teaching - sets, etc.8 Other

For each category - co-operative planning, co-operative working, etc. ,code one of following:

1 More2 Less3 Mixed4 No or little change5 Not sure

Overall views

28 Change in life as a head

Overall response

123456789

Noticeable change for the betterModerate change for the betterSlight change for the betterLittle or no changeNeutral/ mixed changeSlight change for the worseModerate change for the worseNoticeable change for the worseOther

Code 1


9HTInt: Coding D3

Code up to 4

123456789101112

More fulfillment/ enjoymentLess fulfillment/ enjoymentMore working with colleaguesLess working with colleaguesMore concern with financial planning: welcome thisMore concern with financial planning: neutral/mixed feelingsMore concern with financial planning: dislike thisMore contact with childrenLess contact with childrenFeel more accountable to governors, parents, etc.Feel less accountable to governors, parents, etc.Other

29 Satisfaction/fulfilment: change in last five years:

30

1 Greatly increased satisfaction2 Slightly increased satisfaction3 Little or no change4 Slightly reduced satisfaction5 Greatly reduced satisfaction6 Mixed: more satisfying in some ways, less so in others7 Other

Expectations of primary education in next five or ten years

Overall response:

1 Optimistic view of future2 Mixed view3 Pessimistic view4 Unsure about future

Specific comments:

Change in nature of teachers’ work:

Code 1

Code 1:

Code up to 3:

1 More collaboration between teachers2 More reflection, review of own practice3 More teacher stress, frustration, drop-out4 More constraints, loss of autonomy, narrOwing of role5 Less personal fulfillment6 Other

Change in school as a whole, or in National Curriculum:Code up to 2

1 More continuity/standardisation across schools2 Larger gaps between schools; development of sink schools3 More emphasis on organisation, school evaluation and review4 Becoming more formal/ less caring5 Things will settle/ worst aspects of National Curriculum will

disappear6 Expect more GM schools; anxious about remaining LEA schools7 Other

Effects on children Code up to 2:

1 Segregation of children with special needs2 Increased selection of children in some schools3 Increased pressure on children from parents4 Less able to adapt teaching to children’s needs5 Other

9HTInt: Coding D3

31 Evaluation of quality of education received by children when theyleave, compared with those who left primary school before the ERA:


1 Much better2 Slightly better3 Mixed: better in some ways, worse in others4 Little or no difference5 Slightly worse6 Much worse7 Unsure

Specific responses: Code up to 3

1234

56789

Familiarity with wider curriculum, especially science, etc.More coherent, planned, balanced curriculum through schoolToo little time for expressive, affective side of curriculumToo little time to know children thoroughly, pursue their

interests, etc.Overload in curriculum; breadth at expense of depthChildren with learning difficulties disadvantagedImprovement in basic skillsDeterioration in basic skillsOther

32 If choosing again, would you still be a teacher/ headteacher? Code 1

1 Would be headteacher2 Would be classteacher, but not a headteacher3 Undecided4 Would be neither

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PACE 2

9Tlnt

Year 3 & 4 Class TeacherInterview

Autumn TermYear 4: 1993/94



18/09/95 15:43:18

9T INT

P A C E PROJECT

DATE: SCHOOL: TEACHER:

PACE: TEACHER INTERVIEW SCHEDULE - 1993

Backmound details

First of all a few short questions to help us to fill in some background details.

I. How many years have you been a teacher?

2. How many years have you been teaching in this school?

3. Do you receive any additional allowances?

4, Could you describe your particular responsibilities in the school.(Include details of curriculum co-ordination)

5. In which of the following age groups would you place yourself?

30 or under31 -45over 45

6. Interviewer to tick either: malefemale

9T INT

School backwound

7. How would you describe the catchment area of this school?

Prompt:Social background oj children

Urban/rural

Proportion ethnic minoritv children

Pedagopv and DuDi] eM)erienCe

8. Has your approach to teaching changed in response to the educationaldevelopments of the Iastfew years?

9. What are your priorities in working with the children in your class?

10. What differences do you hope to see in the childrenby the endof their time with you?

9T INT

11. Could you say Whether YOUare spending more, or less, or about the sametime on each of the following activities in your classroom compared withbefore the Education Reform Act?For example maths (interviewer to go through checklist below and fill in.

and to include a note of explanation if interviewee notthere pre-ERA )

Maths more

English more

Science more

Technology with Design more

History more

Geography more

Music more

Art more

Physical Education more

Religious Education more

Other activities - please specify

less

less

less

less

less

less

less

less

less

less

more

same

same

same

same

same

same

same

same

same

same

less same

12. What proportion of class time is taken up by whole class, group andindividual work (aloneor with teacher) now?

How far has this changed recently?

1. Working with thewhole class yourself

2. Individual work

3, Collaborative group

% oftime now Changed?

oh more same less

oh more same less

work Vo more same less

13. How do you divide up the class in order to organise classroom activity?

Prompt: For example do you use:

i) attainment groupingii) deliberate mixed attainmentiii) vertical age groupingiv) friendship groupingv) gender groupingvi) same age grouped together

3

9T INT

14. Have you noticed any changes over the last few years in the children youteach?

(Note teacher’s response first, then prompt)

Prompti eg

Attitude

Behaviour

Enjoyment of school

Health

15. Could you describe your approach to maintaining control and order in yourclassroom?

9T INT

16. For Year3

a) Does the transfer from Yr 2 in KS1 to Yr 3 in KS2 raise any issuesfor your work as a teacher?

b) , What do you do about curriculum continuity?

For Year4

c) What do you do about curriculum continuity for children betweenYear 3 and Year4?

17. What balance do you envisage between the use of single subjects andintegrated topics in delivering the KS2 curriculum?

9T INT

18. Do you think that some children have benefited more than others or havebeen particularly disadvantaged by the introduction of the NationalCurriculum. For each of the following groups can you say if they have:

Particularly No particular Been particularly Not sure

benefited effect disadvantaged

Girls

Boys

Children from ethnicminorities

Higher attaining ch

Average attaining ch

Children with learningdifficulties

Emotionally disturbed

Other

19. How do you think the quality of relationships between teachers and childrenhas changed in recent years?

Teacher Assessment

20. Howdo you feel about the teacher assessment you are now required to do?(Get generai response first then prompt ifnecessarv. What aboutNCassessment and recording?)

p~. How much time do you feel that you are engaged in assessment activity whenyou are working with the children?

22. Howdo you think the children respond toassessment/feelabout it?

6

9T INT

23. It has been said that the National Curriculum assessment procedures maycreate and reinforce a sense of failure in some children.Do you think it ~raising children’s awareness of differences in achievement?

24. Are there any things you do specifically to address this issue?

25. Do you have a school assessment policy?(Ask for brief details - how generated/useful/active; covers what, etc. )

ImDact of chan~e on teacher’s role

26. What qualities do you feel make an outstanding teacher?

27. Do you think that each of the following are more or less important for ateacher’s work now than in the past?

More important I Same IL ess important

Clear aims

Teaching skills

Assessment skills

Subject knowledge

Classroom organisation

Knowledge of children

Relationship with children

Maintaining order

7

9T INT

28. We have been talking about your classroom practice and your role as ateacher. Overall, do you think that your role as a teacher has changed muchin the last few years?If so, would you say how.

Cover

Freedom/Constraint


Enjoyment of teaching

Personal fulfillment

Do you find as much satisfaction /fulfilment in teaching now as you did fiveyears ago?

29. Can you tell me about changes in the way the school is run over the past fewyears? Have there been changes with regard to:

More Less Mixed No Change Not Sure

Planning cooperatively

Working cooperatively

Consultation betweenhead & staff

Central direction by head

Democratic decisionmaking

30. Could you describe the way in which you work with other teachers?

8

9T INT

Relationships at work

31. What influence do you think the educational changes of the last five yearshave had on parent-teacher relationships?

Three final auestions

32. Realistically, howdo you think primary education will develop in the nextfive to ten years?

33. Do you think that when pupils now in Year3/Year4 leave your school, theywill have received a better or worse primary education than children who leftseven years ago?In what way?

34. If you have the chance to choose again, would you still choose to be ateacher?

MO/VJD/22.10.93TCHRINT2.DOC

9

Teacher

PACE

9 Tint

Interview Coding

1993

2

3

4

5

9 Tint: teacher interview codincf: Y3/4 teachers, 1993

State number of years of experience: Code 1:

1 0- 5 years2 6-10 years3 11-20 years4 over 20 years

State number of years in present school:

1 0- 5 years2 6-10 years3 11-20 years4 over 20 years

Points of responsibility:

o1

234 Deputy Head5 Teaching Head

Describe major responsibilities in school:

123456789

101112131415

Curricular responsibility for language,

Responsibility for maths

Responsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forResponsibility forDeputy Head

sciencetechnologyhistorygeographyartmusicgames, sport, P.E.R.E.librarydisplayassessmentspecial needs

Code 1:

Code 1:

16 No responsibilities outside own classroom17 Other

Code up to

English

Age group: Code 1:

1 30 or under2 31 - 453 over 45

1

6 Gender: Code 1:

1 Female2 Male

7 Describe catchment area of school: Code 1:

1 Rural area, eg, village2 Urban or suburban area with settled population of

manual workers or white collar workers3 Inner city area with high proportion of disadvantaged

groups, ethnic minorities or poor living conditions4 Mainly middle class, affluent, many professional

parents, urban or suburban5 Mixed

NB: Code as in list which will be provided.

8 Approach to teaching: recent changes:


1 No, or very little change2 Moderate change3 Considerable change4 Not answered: interviewee in first two years of

teaching

Individual comments: factors identified: Code up to z:

1 Response to National Curriculum2 Response to assessment requirements3 Response to other school changes4 Response to personal changes5 Other

Changes identi.fi.ed:

123456789

1011121314

Code up to 4:

Content of curriculumNature of assessmentNature of record keepingIncreased involvement with colleaguesMore planningLess child centred methodsMore child centred methodsLess group workMore group workMore aware, conscious of own practiceMore structured, more subject-orientatedLess opportunity for creative, expressive workMore opportunity for creative, expressive workOther

9

10

Teacher’s priorities for own class:

Academic priorities:

1

234567

8

Code up to 3:

Emphaslsing basic skillsBroad, balanced curriculumMatching work to childrenEmphasizing creative, affective side of curriculumAchieving National Curriculum Attainment TargetsDeveloping individual potential of childrenDeveloping children’ s listening, speaking,communication skillsOther

Non-academic priorities: Code up to 3:

1 Children’s happiness, enjoyment in learning2 Developing children’s social skills, co-operative

attitudes3 Moral, religious education4 Other

Aims for differences in children before theyleave class:

12345

678

Code up to 3:

Growth in independence, self-directionGrowth in basic skillsGrowth in imaginative, expressive side of curriculumImproved behavi.our, social skills, co-operationImproved language, fluency, listening and speakingskillsImproved presentation, pride in appearance of workImproved powers of reasoning, thinkingOther

11 Curriculum changesFor each curriculum area on the schedule (Maths, English

12

● ✎ ✎ RE, Other) code one of the following:

1 More2 Same3 Less4 Not answered: interviewee qualified post

Time on different teaching methods, currently:For Whole Class, Individualcode one of the following:

1 Predominant approach2 Some3 Little or none

(If time is divided equallycode both as ‘some’●)

and Collaborative

- ERA

group-work

(50% or more)(Between 10% and(10% or under)

between two approaches

50%)

only,

3

13

14

Time on different teaching methods, recent changes:For Whole Class, Individual and Collaborative group-workcode one of the following:

1 More2 Same3 Less4 Not answered: interviewee in first two years of

teaching

Class organisation

Attainment groupingMixed abilityVertical age groupsFriendship groupsGender groupsHomogeneous age groups

For each, code as follows:

o Not used1 Used: no details2 Used: specific curriculum area(s)3 Used: specific organisational purposes

Changes in recent years in characteristics of children:


1 No, or hardly any, changes noticed2 Moderate changes3 Noticeable changes4 Not answered: interviewee in first two years of

teaching


1

23456789

10111213141516

More disruptiveLess disruptiveMore ‘streetwise’ , sophisticatedNoisierQuieterFewer listening skillsBetter listening skillsMore enjoyment of schoolLess enjoyment of schoolLess co-operative, socially skilledMore co-operative, socially skilledLess healthyMore healthyHigher academic attainmentLower academic attainmentOther

4

Code up to 4:

15

16

a.

b.

Approach to maintaining control and order inclassroom: Code up to 3:

123

4

5678

Negotiating acceptable code of behaviour with childrenFirm rules specified by teacher, consistency, fairnessSystem of rewards and sanctions - gaining and losing‘team points’ , symbolic rewards, etc.Referring misbehaving children to head or seniormembers of staffWhole school policy on behaviourPositive reinforcement, praise good behaviourNo problem, so no conscious policyOther

For Year 3

Issues related to Year 2iYear 3 transfer

Overall response:

1 Many important issues2 Moderately important issues3 No or few important issues


Code 1:

Code up to 3:

1 Close contact with Year 2 teacher to establish

curriculum continuity, find out about children, etc.

2 Use of National Curriculum assessment records3 Careful reading of other records kept by previous

teacher4 Other

Curriculum continuity: Code up to 3:

1

2

3

4

5

67

Discussions with Year 2 teachers, consulting theirrecordsChildren continue with structured, commercial schemesfor maths, etc.Portfolios of work to establish standards of work,etc.Planned sequence of work, topics, etc. , on wholeschool basisContinuity difficult: overlap, unreliable assessment,etc. : more co-ordination neededYear 2 and Year 3 in same classOther

5

For Year 4 teachers

c.

17

18

19

Curriculum continuity between Year 3 and Year 4:Code up to 3:

1

2

3

4

5

67

Discussions with Year 3 teachersChildren continue with structured, commercial schemesfor maths, etc.Portfolios of work to establish standards of work,etc.Planned sequence of work, topics, etc. , on wholeschool basisContinuity difficult: overlap, unreliable assessment,etc. : more co-ordination neededYear 3 and Year 4 in same classOther

Balance between single subjects and integratedtopics: Code up to 3:

123456

7

Preponderance of single subjects: happy with thisPreponderance of single subjects: dislike thisFairly even mixPreponderance of integrated work: happy with thisPreponderance of integrated work: dislike this‘Basics’ as single subject teaching; other areasintegratedOther

Advantage/disadvantage to certain groups of children,through National Curriculum:

For each group (Girls, boys , children from ethnicminorities, higher attaining, etc.) code one of following:


Quality of teacher-pupil relationships: change in recentyears:

Overall response


6


1234

56789

Defended because so importantNot threatened by changesThreatened by future changesBy pressure on teacher time (less time to respond tochildren)By teachers’ feelings of stress (less relaxed)By assessmentLess didactic, more open-ended learningLess open-ended, more didactic teachingOther

Teacher assessment

20 Views on teacher assessment/National Curriculum assessmentand recording

Overall response Code 1:

1 Generally positive2 Neutral3 Generally negative4 Mixed: likes some aspects, dislikes others


456

78

1 Far too much written recording, too time-consuming2 Useful, constructive; helpful in analysing views of

children’s achievement3 ‘Tick-boxes’ , numbers, etc. not easy to translate into

picture of child’s achievement; prefer narrativecommentsBecoming easier with practiceUseful, but should be reducedNC assessment criteria difficult to use, unclear,stress-inducingSAT reporting unreliableOther

21 Time spent in general assessment activity:

12345678

Code up to 3

On-going; virtually all timeVery little timeOnly during formal assessment activityWhile listening to groups at workWhen working with pupil one-to-oneRegular classroom testing, e.g., tables, Spell@

LEA choice of standardised testsOther

7

22 How children are thought to respond toassessment Code up to 2:

1

234

56

Largely unaware that it is happening, or littleapparent reactionEnjoymentNervousnessMixed: some children enjoy, some dislike - largelyrelated to attainment or to parental pressureKept low key to avoid reactionsOther

23 Possibility that National Curriculum is raising children~sawareness of different achievement levels, possiblycreating sense of failure among some children:

Code up to 2:

1

2

3

45

Children are more conscious of different attainmentlevels, possibly because of SAT reports, parent.s~commentsChildren have always been well aware of differentattainment levels; no particular difference throughNational CurriculumChildren are more aware of different attainment levelsthan when infants, because of developing maturity:facet of junior school lifeChildren unaware of different attainment levelsOther

24 Ways of addressing this issue Code up to 2:

1 Keep all assessment activity low-key: no publiccriticism or differentiation

2 Stress positive achievement: play down areas of under-attainment

3 Routinise: regular tests - spelling, etc. , so thatchildren accept as normal activity

4 No particular strategies: differences are inevitablepart of school life

5 No problem, so no particular strategy6 Other




8


1 Involves children’s portfolio of collected work2 Based on regular formal testing3 Involves use of standardised tests for reading, etc.4 Involves negotiation with children5 Follows LEA policy6 Other

26 Qualities of outstanding teacher

Broad categories: Code up to 4:

1 Personality and personal qualities2 Affective-related skills3 Cognitive-related skills4 Management-related skills5 Professionalism/professionality

Specific comments on personal characteristics andprofessionalism: Code up to 4:

6 Energy, enthusiasm, commitment7 Sense of humour8 Adaptability, flexibility, flair, ingenuity9 Good relationships with other teachers/good at

collaboration/works well as part of team10 Openness to change and new developments - keeps up to

date with reading/courses11 Professional commitment/hard work beyond the classroom12 Other

27 Greater or reduced importance of categories for teachers’work now, compared to past:

For each category - clear aims, teaching skills, assessmentskills, etc., code one of following:

1 More important2 Same3 Less important4 Not answered: interviewee qualified post - ERA

28 Change in role as teacher:


1 Considerable change2 Moderate change3 Little or no change4 Not answered: interviewee qualified post - ERA

9

Individual comments: Code up to 4

1

23456789

1011121314

Less freedom/more constraintMore freedomCloser co-operation with colleaguesMore careful planningMore bureaucracy/administration/paperworkIncreased accountabilityImposition of priorities on teacher from outsideMore focused, confirmed roleLoss of spontaneity, child-centrednessIncreased stress, anxiety, overworkMore emphasis on product, less on process of teachingLess enjoyment, reduced feeling of fulfillmentLess informal contact with colleaguesOther

29 Changes in way school is run:

Open-ended response: overall Code 1

1 Considerable change2 Moderate change3 Little or no change4 Not answered: interviewee in first two years of

teaching at this school

Specific responses Code up to 3(apart from those pre-specified below)

1

23

45

678

More freedom in allocating funds, more able to carefor buildings, etc.Smaller classesReduced funding: severe or moderate financialrestraintsLarger classesReduced ancillary help, fewer resources for specialneedsYounger staff appointed because of lower salariesChanges in organisation of teaching - sets, etc.Other

For each category - co-operative planning, co-operativeworking, etc. , code one of following:

1 More2 Less3 Mixed4 No or little change5 Not sure

10

30 Description of ways of working with otherteachers: Code up to 3:

1 Planning with year group or broader age group2 Curricular planning as whole staff3 Whole staff planning: non-curricular - discipline,

etc.5 Exchanging or combining classes with other teachers

for certain curricular areas6 Meetings as part of senior management team7 Shared resources8 Other

31 Influence of educational changes on parent-teacherrelationships:


1 Noticeable change2 Moderate change3 Little or no change


1

234

5

67

Parents more demanding, more conscious of ‘rights’Parents more anxious; pressure on childrenParents supportive, relaxedParents requiring more explanation of results,‘levels’, etc.Parents generally misunderstand National Curriculumvocabulary, ‘Levels’ etc.Parents less supportive than in pastOther

32 Expectations of primary education in next five or ten years



Specific comments:

Change in nature of teachers’ work: Code up to 3:

1 More collaboration between teachers2 More reflection, review of own practice3 More teacher stress, frustration, drop-out4 More constraints, loss of autonomy, narrowing of role5 Less personal fulfillment6 Other

11

Change in school as a whole, or in NationalCurriculum: Code up to 2

1 More continuity/standardisation across schools2 Larger gaps between schools; development of sink

schools3 More emphasis on organisation, school evaluation and

review4 Becoming more formal/less caring

5 Things will settle/worst aspects of National

Curriculum will disappear

6 Other



33 Evaluation of quality of education received by childrenwhen they leave, compared with those who left primaryschool seven years earlier:




1

23

4

56789

Familiarity with wider curriculum, especially science,etc.More coherent, planned curriculum through schoolToo little time for expressive, affective side ofcurriculumToo little time to know children thoroughly, pursuetheir interests, etc.Overload in curriculum; breadth at expense of depthChildren with learning difficulties disadvantagedImprovement in basic skillsDeterioration in basic skillsOther

34 If choosing again, would you still be a teacher? Code 1

1 Yes2 No3 Undecided

12

35 Age groups in class

1 Single age group (one year span)2 Mixed age group (two year span)3 Mixed age group (over two year span)

Code 1:

NB : ‘Other’ responses should be specified and recorded on cards

13

PACE: 9 Tint: Teacher Interview Coding: Y3/4 teachers 1993NB: When there is no code, please do not leave boxes blank, but enter O

‘D CEIIl1 •1 2

c1

4 EEImTmlDouble digits

8CIUI9

11

12

13

15

17

20

25

27

29

3

5

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Double digits

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Double digits

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Double digits

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PACE 2

10TQuest

Head Teacher andYear 3 & 4 Class TeacherAdvance Questionnaire



,


18/09/95 14:01:07

PACE PROJECT

I QUESTIONNAIRE FOR HEADS AND TEACHERS OF YEARS 3 and 4 I

For Headteachers

1. What is the approximate number of pupils in your school?

For Teachers

What is the number of pupils in your class?

boys girls total

I

Please place a tick in the appropriate box or write the answerwhere appropriate.

For both Headteachers and Teachers

3. How manyyearshaveYoubeena teacher?

under 1 year1-4 years5-10 years E

+11-20 yearsover 20 years

1

4.

5.

6.

7.

I

How ong have you been at your present schoo ? ................................................

What are }-our particular responsibilities in the school? ......................................

...................................................................................................................................

Please state your sex.

In which age group are you?

Female

i

30 or under!—

31 -45over 45 I

8. Which of the following describes the area in which your school is situated?

1. Rural area. eg market town, village L

‘ A suburban or urban area with a high proportion ofe.manual workers and/or clerical/white collar workers I

1

3. An inner tit>’ area with high unemployment and oftenpoor housing conditions

4. An urban or suburban area which is mainly middle class:good housing conditions; a high proportion of managerial/executive occupations

!I-

5. Other. Please describe.

.......................................................................................................................

.......................................................................................................................

9. How important is the responsibility you have for each of the followingeducational objectives?

Please indicate how inlportatlt >’OUfeel each of the jo[lowing objectives to beT 1, 0 as set out below and cutting a circle routldb>’usi~lg the scale 5. 4.3.-.

the number JIOUchoose for each statement. e.g. 5 4(3~lo

5= an essential objective4 = of major importance3 = fairly important7-= of minor importance1 = of no importanceo = should not be an aim of primary education

1. To develop basic skills and build up knowledge2. To foster the child’s moral and social development3. To develop the child’s full potential4. To equip the child with skills and attitudes which will

enable her/him to take a place effectively in society5. That the child should be an individual/developing in

his or her own way6. That the child should be obedient to parents, teachers,

and all reasonable authority7. That the child should be happy and well-balanced8. To develop the child’s capacity to think9. To fit the child for an occupational role in society10. That the child should acquire respect for his/her own

and other people’s property11. That children should learn to work co-operatively12. That attainment targets should be achieved for as

many children as possible13. That the child is capable of hard work and effort14. That the child should produce neat and presentable

work15. That the child should enjoy school16. That an interest in learning is aroused17. That children should be able to organise their work18. To develop the child’s self-confidence19. That children should be kind and considerate to others20. That the child should speak clearly and fluently

543~lo5432]0543~lo

543210

543210

543210543210

543210543210

543210543210

543210543~lo

543210543210543210543210

543210543210543210

Thinking back to a few ~rears ago, before the introduction of the NationalCurriculum. could you say whether the importance of any of these objectiveshas changed at all.

Considerable change in importance ISome change in importance ,

No change in importance 5

10. As a teacher, to whom do you feel accountable and to what extent? Pleaseplace a tick i)l the appropriate column:

To whom accountable: Very Account- Accountable Not very Not at allaccount- able to some account- account-

able extent able able

1.To yourself/and yourown conscience

2.To the government

3.To your pupils

4.To your headteacher

5.To employers

6.To your colleagues

7.To the governors

8.To the inspectors/advisers

9.To the parents ofyour pupils

10.To societyin general

11. What does professional responsibility mean for you as a teacher or aheadteacher?

............................................................................................................................................

......................................................................................................................................... ...

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

............................................................................................................................................

......................................................................................................................................... ...

............................................................................................................................................

............................................................................................................................................

Mo/vJD/041193HTANDTQU.DOC

4

./

PRIMARY ASSESSMENT, CURRICULUM AND EXPERIENCEA study of educational change under the National Curriculum

*********** ***

Advance Questionnaire

*********** ***

CODING FRAME

January 1994-

,./

//,,

NI

/r2-

#-~

r

/p4

(-.,.

PACE: ADVANCE QUESTIONNAIRE: CODING

‘J ‘1 School size (Enter in full i~%~ 300

2a Class size (Enter in full)

2b Sex ratio: (Enter in full)

3 Years of teaching

f!Y 4. Length

A% 5. ~ School,’A

6. Sex

1 under 1 year

2 1 to 4 years

3 5 to 10 years

4 11 to 20 years

5 over 20 years.

~.;+ f“;1”.L . “

of time at present school

1 under 1 year

2 1 to 4 years

3 5 to 10 years

4. 11 to 20 years

5 over 20 years

Responsibilities

[Code 1]

[Code 1]

1 Head [Code 1]

2 Deputy Head

3 Post with special responsibilities eg curriculum coordinator

4 Classroom teacher with no extra responsibilities

5 Other

[Code 1]-

1 Male

2 Female

2

/$8 7

r.

,

Age Group

1

2

3

Responsibility

5

4

3

2

1

0

30 or under ~. ed

31 to 45 L, sA~L~over 45 X.L

+l&& e~-

+. k-~ ‘a

~’* -for Educational Objectives [Code once for each objective

listed]

an essential objective

of major importance

fairly important

of minor importance

of no importance

should not be an aim

Change in importance of objectives

ofprimary education

in last year

3 considerable change in importance

2 some change in importance

1 no change in importance

5 Very accountable

4 Accountable

3 Accountable to some extent

2 Not very accountable

1 Not at all accountable

o PA’ MA&h-dl[Code one for=each of the following]

1 to yourself/own conscience

2 to the government

% to pupils

+ to headteacher

< to employe~s

~ to colleagues

-7 to governors

~ to parents of pupils

~ to society in general/

[Code 1]

3

10 Meaning of Professional Responsibility

ICode each response once on each of the four dimensions below. if a

dimension does not occur in a response, code’not mentioned’. ~L& *

I?39-IM4 ~ Responsible to whom? [Code up to 6]

1

2

3

4

5

6

7

8

9

1011

12

13

Children

Colleagues

Parents

Employers

Headteacher

Myself/my own conscience

Society / ~,.W-’*~

Governors ~.J

The school as a whole

Other professionals

Senior staff

Other

Not mentioned

g&_ g~o II Res~onsible for what? (Objectives in relation to pupils) [Code up-.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

to 6J

Development of intelligence

‘All round’ education (%-cd, (LfJ.4u.i .LLA–

Socialisation , M p;..

Personal development

Desire to learn

Physical development/ Q, ~. ~- ~

Academic knowledge

Basic skills, ‘3 Rs’

‘Moral’ development

Happiness at school

Understanding ofthePreparation for adult

Artistic education

Leisure activities

Other

Not mentioned

world

life

4

prl - O% HI Resuonsibilitv for areas of teaching [code Up to 6]

1

2

3

4

5

6

7

8

9

10

11

General classroom activities

Teaching approach

Relationship with colleagues

Relationship with parents

Relationship with pupils

Teaching content

Teaching methods

Evaluation/assessment 1-Administration , ~.$..dy-zi ~ :&-;’”l (,”l.)&.w,,..l. L,.%

Extra-curricularactivities

Activitiesoutsideschool eg in

Other

Not mentioned

. .

local community..

(>*-.-, -’J . .->>*,.”---”f

.1

~~~- $&( IV “Being a teacher” Reflectionson the role [Code up to 6]

e

.

t

1

2

3

4

5

6

7

8

9

10

11

12

Fulfil one’s role to the best of one’s ability -,

‘<,.A

Justify actions to others ,..,-.---/’ ~,/./’=%

Continuing training and improving knowledge W“”< ~\ :.’~s

Importance of teachers’ position/perception of having an

important role

Upholding the profession

Acting as a model for children ~y ;J;L -, ‘:-d!/

To be committed to the job

Self evaluation (self-assessment)

Protective role - children (protecting children from outside

influences)c

,? ~fi>4 7

Protective role - self (protecting oneself from overload in

order to be able to continue doing the job)

Other

Not mentioned

MO/2.1 .91

AdQcodeF.doc

PACE Questloomalre Coding Sheet

I I I 1

1.

3

4.

Unmi zb

11 JD/D

11 mD/D

jl’ IvD/D

c

I I II I II !

.

I I } I.

I 1, I .

7

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s aD/D = ~UBLE DIGIT

.

PACE 2

IOTlnt

Year 1 & 2 Class TeacherInterview




18/09/95 15:00:47

10T INT

P A C E PROJECT

DATE: SCHOOL: TEACHER:

PACE: Kev Stage 1 TEACHER INTERVIEW SCHEDULE - 1994

Background details

First of all a few short questions to help us to fill in some background details.

1. How many years have you been a teacher?

2. How many years have you been teaching in this school?

3. Do you receive any ‘points of responsibility’ (former incentive allowances)?(Please circle appropriate number)

None o

One point of responsibility 1(was A incentive allowance)

TWO points of responsibility 2(was B incentive allowance)

Three points of responsibility 3(was C incentive allowance)

4. Could you describe your particular responsibilities in the school.(Include details of curriculum co-ordination, deput>j headship, and year groupor year groups taugh~ )

5. In which of the following age groups would you place yourself?

30 or under31 -45over 45

6. Interviewer to tick either: malefemale

10T INT

The Dearin~ Re~ort

Can we start by asking you what you think about Sir Ron Dearing’s recommendedchanges to the National Curriculum as it affects primary schoois?

7. What is your opinion of the proposed changes with regard to curriculumcoverage?

8. What is your opinion of the changes with regard to assessment arrangements?

Peda~oQv and DuDii experience

Can we taik now about some of the changes that may have taken place since theintroduction of the National Curriculum?

9. Has your approach to teaching changed in response to the educationaldevelopments of the last few years?

10. What are your priorities in working with the children in your class?

11. Have they changed recently?

2

10T INT

12. Do you think that some children have benefited more than others or havebeen particularly disadvantaged by the introduction of the NationalCurriculum. For each of the following groups can you say if they have:

Particularity No particular Been particularly Not sure

benefited effect disadvantagedI

Girls

Boys

Children from ethnicminorities

Higher attaining ch

Average attainingch

Children with learningdifficulties

Emotionally disturbed

Other

13. Have you noticed any changeover the last few years in the children youteach?(Note teaeher’s response first, then prompt)

Prompt: eg

Attitude

Enjo?’ment ofschooi

3

10T INT

14. Could you say whether you are spending more, or less. or about the sametime on each of the following activities in your classroom compared withbefore the Education Reform Act?For example Maths (interviewer to go through checklist below and fill in,

and to include a note of explanation ij interviewee not[here pre-ERA )

Maths more

English more

Science more

Technology with Design more

History more

Geography more

Music more

Art more

Physical Education more

IT more

Religious Education more

Other activities- please specify more

less

less

less

less

less

less

less

less

less

less

less

less

same

same

same

same

same

same

same

same

same

same

same

same

15. What proportion of class time is taken up by whole class, group andindividual work (alone or with teacher) now?

How far has this changed in the last two years or so?

1.

2.

3.

(*

!bftime now Changed?

Working with thewhole class yourself % more same less(interaction between you and

the whole class in any form)

Collaborative group work(children working togetheron a shared task)* 0/0 more same less

Individual work (alone orsitting in a group) % more same less

Note to interviewer - this does not mean silting in a group while workingas individuals)

4

10T INT

16. How do you divide up the class in order to organise classroom activity?(Note teacher ’~generalresponsejirst.[henprompt)

Prompt: For example do JYOUuse:

i) attainmentgroupingii) deliberate mixed attainmentiii ) vertical age groupingiv) friendship groupingv) gender groupingvi) same age grouped together

17. What balance do you aim at between the use of single subjects and integratedtopics in delivering the Key Stage 1 curriculum?

Teacher assessment

18. Could you describe the assessment procedures you use?(prompt for details eg spelling tests, tables, listening to children, pupil self-assessment )

19. How much time do you feel that you are engaged in assessment activity whenyou are working with the children?

20. How do you feel about the assessment you are now required to do?(Get general response first then prompt ij necessary. What about NCassessment and recording?)

5

10T INT

21. How do you think the children respond to assessment?

22. It has been said that the National Curriculum assessment procedures maycreate and reinforce a sense of failure in some children.Do you think it ~ raising children’s awareness of differences in achievement?

23. Are there any things you do specifically to address this issue?

24. Could you tell me whether you have a school assessment policy?(Ask for briej details - how genera~ed/usejul/ active; covers wha~, etc)

25. How do you feel about the SATS?(Only ask this if not covered in responses to previous questions)

6

10T INT

School relationshir)s

26. What influence do you think the educational changes of the last five yearshave hadon the quality of relationships between teachers and children?

27. What influence do you think the educational changes of the last five yearshave hadon parent-teacher relationships?

28. Could you describe the various ways in which you work with other teachersin your school?(Includes meetings, planning andcurriculum eo-ordinated work as well asshared teaching)

ImDactofchan~eon teacher’s role

29. We have been talking about your classroom practice and your roleasateacher. Overall, do you think that your role as a teacher has changed muchas a result of the National Curriculum? If so, would you say how?

Cover

Freedom/constraint


Enjoyment of teaching

Personal fulfi[ment

Dovou findas much satisfaction/fulfilment in teaching now asyou did fiveyears ago?

7

10T INT

30.

31.

32.

33.

What would you sa~ are your own particular strengths as a teacher?

HOW do you think these strengths are being influenced by the NationalCurriculum and national assessment?

What qualities do you feel make an outstanding teacher?

(Goals. teaching style, subject knowledge, classroom organisation, relationshipwith pupiis. knowiedge oj children. )

Do you think that each of the following are more or less important for ateacher’s work now than before the ERA? (1988)

1

More important Same Less important

Clear aims 1(

Teaching skills

Assessment skills

Subject knowledge

Classroom organisation

Knowledge of children

Relationship with children

Maintaining order

10T INT

34. How far is the professional training you receive enabling you to meet thedemands placed on teachers now?(Note to i~lterviewer: ask about both school-based INSET and out of schoolINSET)

35. ‘Realistically, how do you think primary education will develop in the nextfive to ten years?

36. Do you think that when pupils now in Year l/Year 2 leave your school, theywill have received a better or worse primary education than children who leftbefore the ERA?

37. If you had the chance to choose again, would you still choose to be a teacher?

Mo/vJD/08 029410TINT.DOC

9

PACE

10 Tint

Teacher Interview Coding

1994

10 Tint Codinjq D3

10 Tint: teacher interview codin~: Y1/2 teachers. 1994

Background details

1 State number of years of experience:

1 0-5 years2 6-10 years3 11-20 years4 Over 20 years

2 State number of years in present school:

1 0-5 years2 6-10 years3 11-20 years4 Over20 years

3 Points of responsibility:

o1234 Deputy Head5 Teaching Head

4 Describe major responsibilities in school:

12345678

Curricular responsibility for language, EnglishResponsibility for mathsResponsibility for scienceResponsibility for technologyResponsibility for historyResponsibility for geographyResponsibility for artResponsibility for music

9 Responsib10 Responsib11 Responsib12 Responsib13 Responsib14 Responsib

lity for games, sport, P.E.Iity for R.E.Iity for libraryIity for displaylity for assessmentlity for special needs

Code 1:

Code 1:

Code 1:

Code up to 4:

15 Deputy Head16 No responsibilities outside own classroom17 Other

NB: ‘Other’ responses should be sDecified and recorded on cards

5 Age group:

1 30 or under2 31 -453 over 45

6 Gender:

1 Female2 Male

The Dearin~ Re~ort

7 Opinion of changes recommended by Dearing to curriculum coverage:

10 Tint Coding: D3

Code 1:

Overall response:



12345678

Like reduction in curriculum contentDislike reduction in curriculum content/ fear narrownessLike added flexibility for teachersUnsure as yet whether modifications will be successfulCurriculum still overcrowdedNot really familiar with Dearing recommendationsWould like period of stability; no changeOther

8 Opinion of changes recommended by Dearing to assessment arrangements:

Overall response:



12345678

Like added emphasis on teacher assessmentLike reduction in time spent on SATSChanges are not sufficiently radicalProcess still too time-consumingFear assessment may become too formalNot really familiar with Dearing recommendationsWould like period of stabilityOther

Code 1:

Code 1

Code up to 3

Code 1

Code up to 3

Peda~o~v and PuRil ext)erience

9 Approach to teaching: recent changes:

Overall response:

1 No, or very little change2 Moderate change3 Considerable change4 Not answered: interviewee in first two years of teaching

Individual comments: factors identified:

1 Response to National Curriculum2 Response to assessment requirements3 Response to other school changes4 Response to personal changes5 Other

Changes identified:

1234567891011121314

Content of curriculumNature of assessmentNature of record keepingIncreased involvement with colleaguesMore planningLess child centred methodsMore child centred methodsLess group workMore group workMore aware, conscious of own practiceMore structured, more subject-orientatedLess opportunity for creative, expressive workMore opportunity for creative, expressive workOther

10 Teacher’s priorities for own class:

Academic priorities:

12345678

Emphasizing basic skillsBroad, balanced curriculumMatching work to childrenEmphasizing creative, affective side of curriculumAchieving National Curriculum Attainment TargetsDeveloping individual potential of childrenDeveloping children’s listening, speaking, communication skillsOther

Code 1:

Code up to 2:

Code up to 4:

Code up to 3:

3

Non-academic priorities:

1 Children’s happiness, enjoyment in learning2 Developing children’s social skills, co-operative attitudes3 Moral, religious education4 Other

11 Changes in priorities

Overall response

10 Tint Coding: D3

Code up to 3:

Code 1

1 Noticeable change2 Moderate change3 Little or no change4 Not answered: interviewee in first two years of teaching

12 Advantage/disadvantage to certain groups of children, through National Curriculum:

For each group (Girls, boys, children from ethnic minorities, higher attaining, etc.) codeone of following:


13 Changes in recent years in characteristics of children:


1 No, or hardly any, changes noticed2 Moderate changes3 Noticeable changes4 Not answered: interviewee new to this school (first 2/3 years)


1234567

8910111213141516

More disruptiveLess disruptiveMore ‘streetwise’, sophisticatedNoisierQuieterFewer listening skillsBetter listening skillsMore enjoyment of schoolLess enjoyment of schoolLess co-operative, socially skilledMore co-operative, socially skilledLess healthyMore healthyHigher academic attainmentLower academic attainmentOther

10 Tint Codinz D3

14 Curriculum changesFor each curriculum area on the schedule (Maths, English ... RE, Other) code one of thefollowing:

1 More2 Same3 Less4 Not answered: interviewee qualified post - ERA

15 Time on different teaching methods, currently:For Whole Class, Individual and Collaborative group-work code one of the following:

1 Predominant approach (500/0 or more)2 Some (Between 100/oand 50°/0)3 Little or none ( IO% or under)

(If time is divided equally between two approaches only, code both as ‘some’.)

Time on different teaching methods: recent changes:For Whole Class, Individual and Collaborative group-work code one of the following:

1 More2 Same3 Less4 Not answered: interviewee in first two years of teaching

16 Class organisation

Attainment groupingMixed abilityVertical age groupsFriendship groupsGender groupsHomogeneous age groups

For each, code as follows:

o Not used1 Used: no details2 Used: specific curriculum area(s)3 Used: specific organisational purposes

17 Balance between single subjects and integrated topics:Code up to 2

1 Preponderance of single subjects2 Fairly even mix3 Preponderance of integrated work4 ‘Basics’ as single subject teaching; other areas integrated5 Other

10 Tint Codin~: D3

18 Description of assessment procedures used in classroom:

1234567891011

Standardised testsStructured maths schemeStructured reading schemeListening tochildren/observing themOral questioningTasks planned specifically for assessment purposesRegular spelling testsRegular testing of tables or other mathsPupil self-assessmentSelection of work forportt’oliosOther

19 Time spent in general assessment activity:

Code upto4

Code upto3

12345678

On-going; virtually all timeVery little timeOnly during formal assessment activityWhile listening to groups at workWhen working with pupil one-to-oneRegular classroom testing, e.g., tables, spellingLEA choice of standardised testsOther

20 Views on teacher assessment/ National Curriculum assessment and recording

Overall response Code 1:

1 Generally positive2 Neutral3 Generally negative4 Mixed: likes some aspects, dislikes others


123

45678

Far too much written recording, too time-consumingUseful, constructive; helpful in analysing views of children’s achievement‘Tick-boxes’, numbers, etc. not easy to translate into picture of child’sachievement; prefer narrative commentsBecoming easier with practiceUseful, but should be reducedNC assessment criteria difficult to use, unclear, stress-inducingSAT reporting unreliableOther

10 Tint Codinz D3

21 How children are thought to respond to assessmentCode up to 2:

1 Largely unaware that it is happening, or little apparent reaction2 Enjoyment3 Nervousness4 Mixed: some children enjoy, some dis

parental pressure5 Kept low key to avoid reactions6 Other

ike - largely related to attainment or to

22 Possibility that National Curriculum is raising children’s awareness of differentachievement levels, possibly creating sense of failure among some children:

Code up to 2:

1 Children are more conscious of different attainment levels, possibly because ofSAT reports, parents’ comments

2 Children have always been well aware of different attainment levels; no particulardifference through National Curriculum

3 Children unaware of different attainment levels4 Other

23 Ways of addressing this issue Code up to 2:

1 Keep all assessment activity low-key: no public criticism or differentiation2 Stress positive achievement: play down areas of under-attainment3 Routinise: regular tests - spelling, etc., so that children accept as normal activity4 No particular strategies: differences are inevitable part of school life5 No problem, so no particular strategy6 Ask parents to take low-key attitude to assessment ‘results’, etc.7 Develop sharing, encouraging attitude among children of different attainment

levels working together8 Other


Overall response:


Individual comments

1 Involves children’s portfolio of collected work2 Based on regular formal testing3 Involves use of standardised tests for reading, etc.4 Involves negotiation with children5 Follows LEA policy6 Other

Code 1:

Code up to 3:

7

10 Tint Coding: D3

25 Views of SATS

Overall response Code 1

1 Generally positive views2 Mixed views: some good aspects; some bad3 Neutral/ no opinion expressed4 Generally negative views

Individual responses Code up to 4

12345678

Enjoyable tasksToo time-consuming, unmanageableUseful, informativeUninformativeWorthwhile for children assessed, but involved neglect of rest of classNeeded extra support staff in classroomLike SAT teaching material, useful elsewhereOther

School relationship

26 Quality of teacher-pupil relationships: change in recent years:

Overall response


Individual comments

123456789

Defended because so importantNot threatened by changesBy pressure on teacher time (less time to respond to children)By teachers’ feelings of stress (less relaxed)By assessmentLess didactic, more open-ended learningLess open-ended, more didactic teachingNot answered: interviewee qualified post-ERAOther

27 Influence of educational changeson parent- teacher relationships:

Overall response:

Code up to 2:

Code 1:

1 Noticeable change2 Moderate change3 Little or no change4 Don’t know

Individual comments:

10 Tint Codinz D3

Code up to 3:

123456789

Parents more demanding, more conscious of ‘rights’Parents more anxious; pressure on childrenParents supportiveParents less supportive than in pastParents requiring more explanation of results, ‘levels’, etc.Parents generally misunderstand National Curriculum vocabulary, ‘Levels’ etc.Parents relaxed: trust teacher judgementNot answered: interviewee qualified post -ERAOther

28 Description of ways of working with other teachers:Code up to 3:

1 Planning with year group or broader age group2 Curricular planning as whole staff3 Whole staff planning: non-curricular - discipline, etc.5 Exchanging or combining classes with other teachers for certain curricular areas6 Meetings as part of senior management team7 Shared resources8 Other

ImDact of change on teacher’s role

29 Change in role as teacher:

Overall response:

1 Considerable change2 Moderate change3 Little or no change4 Not answered: interviewee qualified post - ERA

Individual comments:

123456789101112131415

Less freedom/ more constraintMore freedomCloser co-operation with colleaguesMore careful planningMore bureaucracy/ administration/ paperworkIncreased accountabilityImposition of priorities on teacher from outsideMore focused, confirmed roleLoss of spontaneity, child -centrednessIncreased stress, anxiety, overworkMore emphasis on product, less on process of teachingLess enjoyment, reduced feeling of fulfillmentMore enjoyment, greater feeling of fulfillmentLess informal contact with colleaguesOther

Code 1

Code up to 4

30 Own strengths as teacher:

10 Tint Coding: D3

Code up to 4

123456789

Management skillsCognitively related skillsAffectively related skills (good at relationships)Curriculum related skillsAssessment related skillsLife experienceHard work and enthusiasmEnjoyment of teaching/ childrenOther

31 How strengths are being influenced by the National Curriculum and national assessment:


1 Complemented by NC2 No influence from NC3 Eroded by NC4 Mixed: improved insome areas; eroded in others

Specific Comments

123456789101112

More language workMore investigation, problem solvingMore planningMore pressure on time in schoolErosion of personal timeIncreased effectivenessDecreased effectivenessIncreased enjoymentDecreased enjoymentIncreased energyDecreased energyOther

32 Qualities of outstanding teacher

Broad categories:

Code up to 4

Code up to 4:

1 Personality and personal qualities2 Affective-related skills3 Cognitive-related skills4 Management-related skills5 Professional ism/professional ity

10

Specific comments on personal characteristics and professionalism:

10 Tint Codimz D3

Code up to 4:

6 Energy, enthusiasm, commitment7 Sense of humour8 Adaptability, flexibility, flair, ingenuity9 Good relationships with other teachers/ good at collaboration/ works well as part

of team10 Openness to change and new developments - keeps up to date with reading/

courses11 Professional commitment/ hard work beyond the classroom12 Other

33 Greater or reduced importance of categories for teachers’ work now, compared to past:

For each category - clear aims, teaching skills, assessment skills, etc., code one offollowing:

1 More important2 Same3 Less important4 Not answered: interviewee qualified post - ERA

34 Evaluation of professional training:

Out-of-school training:

Overall view:

1 Very helpful2 Helpful to some extent3 Not very helpful at all4 No, or very little, out-of-school training received5 Other

Specific comments:

1 Relevant and grounded in felt needs2 Irrelevant: time-wasting3 Difficulties in dissemination4 Other

School-based training:

Overall view:

Code 1

Code up to 2

Code 1

1 Very helpful2 Helpful to some extent3 Not very helpful at all4 No, or very little, in-school training received5 Other

Specific comments:

1 Relevant and grounded in felt needs2 Varied: some useful, some not3 Cluster or group system helpful4 Other

35 Expectations of primary education in next five or ten years

Overall response:


Specific comments:

Change in nature of teachers’ work:

]0 Tint Coding: D3

Code up to 2

Code 1:

Code up to 3:

1 More collaboration between teachers2 More reflection, review of own practice3 More teacher stress, frustration, drop-out4 More constraints, loss of autonomy, narrowing of role5 Less personal fulfillment6 Other

Change in school as a whole, or in National Curriculum:Code up to 2

1 More continuity/standardisation across schools2 Larger gaps between schools; development of sink schools3 More emphasis on organisation, school evaluation and review4 Becoming more formal/ less caring5 Things will settle/ worst aspects of National Curriculum will disappear6 More GM schools: anxiety for schools remaining in LEA7 Other



10 Tint Coding: D3

36 Evaluation of quality of education received by children when they leave, compared withthose who left primary school seven years earlier:




123456789

Familiarity with wider curriculum, especially science, etc.More coherent, planned curriculum through schoolToo little time for expressive, affective side of curriculumToo little time to know children thoroughly, pursue their interests, etc.Overload in curriculum; breadth at expense of depthChildren with learning difficulties disadvantagedImprovement in basic skillsDeterioration in basic skillsOther

37 If choosing again, would you still be a teacher?

1 Yes2 No3 Undecided

38 Age groups in class

1 Single age group (one >/ear span)2 Mixed age group (two year span)3 Mixed age group (over two year span)

Code 1

Code 1:

Reminder: ‘Other’ res~onses should be sDecified and recorded on cards

13

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Documents

Interviews and Questionnaires Volume 2 - UK Data Service · The PACE (Primary Assessment, Curriculum and Experience) project aims to study the impact on English primary schools of