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Please use this identifier to cite or link to this item: https://t2-4.bsc.es/jspui/handle/123456789/63804
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dc.creatorKington, A., University of Nottingham, School of Educationen
dc.creatorDay, C., University of Nottingham, School of Educationen
dc.creatorSammons, P., University of London, International School Effectiveness and Improvement Centreen
dc.date2009-09-21T09:05:24Zen
dc.identifier10.5255/UKDA-SN-6282-1-
dc.identifier6282-
dc.identifierhttp://doi.org/10.5255/UKDA-SN-6282-1-
dc.identifier.urihttps://t2-4.bsc.es/jspui/handle/123456789/63804*
dc.description<P>Abstract copyright UK Data Service and data collection copyright owner.</P>en
dc.descriptionThis mixed methods study sought to identify key factors that contribute to the similarities, dissimilarities and variations in teachers’ management of sustained effective teaching. The study builds on a longitudinal research project into Variations in Teachers’ Work, Lives and their Effects on Pupils (VITAE) (not available from the UKDA) by including new observational components to investigate the classroom practice of teachers drawn from schools where national test and exam results were identified as being typical or better than expected in terms of value-added.<br> <br> There were two rounds of school-based data collection (autumn 2006 and spring/summer 2007) which included a teacher questionnaire survey, observations of classroom practice, pre- and post-observation interviews with teachers, and repertory grid interviews. In addition pupil questionnaires were completed in each of the participating teachers’ classes or teaching groups.<br> <br> The data available from the UKDA are a sample of data collected. The sample comprises 30 teacher interview transcripts (pre/post observation and round 1 and 2), 10 Repertory grid interview transcripts (round 1 and 2); a sample of data from the teacher interviews and teaching observations, a sample of data from the pupil questionnaires completed by Year 2, 6 and 9 students. The data cannot be linked.<br> <br> Further information can be found on the <a href="http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/ViewAwardPage.aspx?awardnumber=RES-000-23-1564" title ="ESRC award">ESRC award</a> web page.<br>en
dc.description<B>Main Topics</B>:<BR>en
dc.description<b>Teacher data:</b><br> <li>Questionnaire survey: used to a) identify key characteristics of teachers in terms of age, years in teaching and school sector; and b) establish, in conjunction with the literature, key factors thought to influence teachers’ classroom practice and student learning and attainment</li><li>Observations of classroom practice: using a) fieldnotes to explore factors including classroom relationships, teacher persona, etc; and b) structured observation schedules. The International System for Teacher Observation and Feedback (ISTOF) schedule is based on ratings of teachers’ practice according to the frequency of different observed behaviours. The Quality of Teaching (QoT) schedule is a value based instrument using researcher judgments of the balance of strengths and weaknesses of different features of classroom practice</li><li>Semi-structured pre- and post-observation interviews: the pre-observation interview explored issues such as planning, differentiation and inclusion, classroom management, teaching skills, assessment, and role. The post-observation instrument allowed in-depth probing of issues relating to aspects of the observed teaching session as well as exploring perceptions of effectiveness, leadership, identity, and professional life phase</li><li>Repertory grid interview: this explored personal constructs related to effective teaching. Interviews were digitally recorded, a proportion of these were transcribed and a content analysis carried out on the process by which the constructs were elicited</li></ul><b>Pupil data:</b><br> Questionnaire survey: used with each of the classes or teaching groups to gather information about pupils’ perceptions of different aspects of their classroom experiences, attitudes towards school and views of teaching.en
dc.languageen-
dc.rightsCopyright C. Day, P. Sammons and A. Kingtonen
dc.subjectLESSONSen
dc.subjectSCHOOLTEACHERSen
dc.subjectPRIMARY SCHOOL TEACHERSen
dc.subjectSECONDARY SCHOOL TEACHERSen
dc.subjectSECONDARY SCHOOLSen
dc.subjectPRIMARY SCHOOLSen
dc.subjectSCHOOLSen
dc.subjectFAITH SCHOOLSen
dc.subjectSINGLE-SEX SCHOOLSen
dc.subjectLITERACY AND NUMERACY EDUCATIONen
dc.subjectMATHEMATICS EDUCATIONen
dc.subjectTEACHER AUTHORITYen
dc.subjectTEACHER BEHAVIOURen
dc.subjectTEACHER ATTITUDEen
dc.subjectTEACHINGen
dc.subjectTEACHING PROFESSIONen
dc.subjectTEACHING METHODSen
dc.subjectAUDIOVISUAL INSTRUCTIONen
dc.subjectTEACHING SKILLSen
dc.subjectTEACHING MATERIALSen
dc.subjectTEACHING AIDSen
dc.subjectLEARNING DISABILITIESen
dc.subjectSPECIAL EDUCATIONen
dc.subjectEDUCATIONAL TESTSen
dc.subjectACADEMIC ABILITYen
dc.subjectABILITY GROUPINGen
dc.subjectACADEMIC ACHIEVEMENTen
dc.subjectEDUCATIONAL GROUPINGen
dc.subjectSCHOOL CLASSESen
dc.subjectCLASS SIZEen
dc.subjectTEACHER-STUDENT RELATIONSHIPen
dc.subjectEDUCATIONAL LEVELSen
dc.subjectCLASSROOM ASSISTANTSen
dc.subjectTEACHERSen
dc.subjectTEACHER ROLEen
dc.subjectSCHOOL DISCIPLINEen
dc.subjectNATIONAL CURRICULUMen
dc.subjectHOMEWORKen
dc.subjectPERFORMANCEen
dc.subjectEDUCATIONAL POLICYen
dc.subjectSCHOOL POLICYen
dc.subjectWORK-LIFE BALANCEen
dc.subjectIN-SERVICE TRAININGen
dc.subjectTEACHER TRAININGen
dc.subjectMOTIVATIONen
dc.subjectJOB SATISFACTIONen
dc.subjectCAREER DEVELOPMENTen
dc.subjectASPIRATIONen
dc.subjectEDUCATIONAL ADMINISTRATORSen
dc.subjectINFORMATION TRANSFERen
dc.subjectSOCIAL INFLUENCEen
dc.subjectEXAMINATIONSen
dc.subjectGENDERen
dc.subjectAGEen
dc.subjectEDUCATIONAL BACKGROUNDen
dc.subjectEMPLOYMENT HISTORYen
dc.subjectEDUCATIONAL ENVIRONMENTen
dc.subjectSCHOOLCHILDRENen
dc.subjectATTITUDESen
dc.subjectSTUDENT ATTITUDEen
dc.subjectSTUDENT PARTICIPATIONen
dc.subjectLESSON PLANNINGen
dc.subject2006-2007en
dc.subjectEnglanden
dc.titleEffective Classroom Practice: a Mixed Method Study of Influences and Outcomes, 2006-2007en
dc.typeDataseten
dc.coverageEnglanden
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