Previous reports
Each survey that goes out to teachers is comprised of groups of questions on various different topics. These are dependent on which clients are using space in any one survey and which topics they’d like to ask teachers about. Below are the findings from some topics we have asked teachers about...
--------------------------------------------------------------------------------
International engagement: questions submitted by the British Council, April 2010 and February 2011
Five questions were submitted by the British Council in April 2010 and four of these were repeated in February 2011. The questions asked about school involvement in international engagement schemes and the extent to which such involvement impacts on schools and learners.
Read and comment on these reports
--------------------------------------------------------------------------------
A-level subject choices: questions submitted by AQA, June 2011
Six questions were submitted by the Assessment and Qualifications Alliance (AQA). The questions examined teachers' views on careers education, information, advice and guidance (IAG) and A-level subject choices. Perceptions of the university admissions process were also explored
Read and comment on this report
--------------------------------------------------------------------------------
Learning outside the classroom: questions submitted by the Council for Learning Outside the Classroom, November 2010.
Eight questions were submitted by the Council for Learning Outside the Classroom. The questions covered teachers' awareness of the term ‘learning outside the classroom' (LOtC), what would influence teachers to do more LOtC and teachers' knowledge about resources and quality assurances available to aid LOtC. The questions also asked what sources of information teachers use to stay up to date with news and developments in teaching practice, the importance of a range of motivations when organising learning activities outside the classroom. Teachers were also asked their opinion of the effectiveness of LOtC as compared with classroom based learning and support or training about LOtC that they would find beneficial.
Read and comment on this report
--------------------------------------------------------------------------------
Equality and human rights in schools: questions submitted by the Equality and Human Rights Commission (EHRC), February 2010.
Three questions, each with various parts, were submitted by the Equality and Human Rights Commission (EHRC). The questions covered teachers’ views on the extent to which their school is promoting equality and respect for various pupil groups, the treatment and behaviour of various pupil groups, for example whether they are bullied, stereotyped or become disaffected and the opportunities for pupils to learn about a range of cultures and beliefs, and to participate in a diverse society.
The results from the survey were reported in the EHRC's first Triennial Review, 'How fair is Britain? Equality, Human Rights and Good Relations in 2010' in October 2010
Read and comment on this report
--------------------------------------------------------------------------------
Networks between schools and supporting staff with pupil behaviour: questions submitted by the Training and Development Agency for Schools, June 2011
Two questions were submitted by the Training and Development Agency for Schools (TDA). The questions covered teachers' views about how networks between schools might best support them and teachers' views about staff support for pupil behaviour.
Read and comment on this report
--------------------------------------------------------------------------------
The English Baccalaureate: questions submitted by the Training and Development Agency for Schools, June 2011
Two questions were submitted by the Training and Development Agency for Schools (TDA). The questions focused on schools' response to the inclusion of the English Baccalaureate (EBacc) in school performance tables. They covered teachers' views on the likelihood of their school making changes to their curriculum at key stage 4 in the immediate or long term future and teachers' views on the types of changes that their school might make in terms of the curriculum and staff recruitment.
Read and comment on this report
--------------------------------------------------------------------------------
Teachers' professional standards and continuing professional development: questions submitted by the Training and Development Agency for Schools, February 2011
Six questions were submitted by the Training and Development Agency for Schools (TDA). The questions covered the resources used by teachers to support and monitor the quality of teaching, the extent to which teachers use the Professional Standards for Teachers and the way in which they have been used, the extent to which teachers engage with colleagues from oher schools and the type of engagement and participation in observation practices and teachers' views on how useful they have been.
Read and comment on this report
--------------------------------------------------------------------------------
Teacher training on Autistic spectrum disorders: questions submitted by Ambitious about Autism, February 2011
Two questions were submitted by Ambitious about Autism. These asked the extent to which teachers felt they had received the training they needed for teaching pupils on the autistic spectrum and how recently they had received formal training to teach such pupils.
Read and comment on this report
--------------------------------------------------------------------------------
The Government's Education Reforms: questions submitted by the Sutton Trust, November 2010
Seven questions were submitted by the Sutton Trust. The questions were on the theme of the Coalition Government's education reforms and asked teachers for their views on the new freedoms resulting from the expansion of the academies programme and the introduction of free schools. The questions also asked teachers for their views on the potential of the Government's reforms to improve educational outcomes for less privileged children as well as checks, balances and incentives to ensure that the reforms benefit all children, including school admissions and accountability.
Read and comment on this report
--------------------------------------------------------------------------------
Managing assessment processes: the views of teachers in England on aspects of the English assessment system. Presentation at the Eleventh Annual AEA-Europe Conference ‘Managing Assessment Processes: Policies and Research’, Oslo, Norway, 4-6 November 2010.
This paper highlights some recent research which has looked at teachers’ views on a range of changes to educational assessment that have occurred in England over the past two to three years. It is a snapshot of teachers’ views on the issues and in particular focuses on reactions to the removal of some of the statutory testing, the introduction of a new ‘Assessing Pupils’ Progress’ initiative and the planned introduction of a School Report Card. The paper questions how these views from teachers impact on assessment systems, how they should feed into policy development and implementation and where this leaves the formal management of assessment.
Read and comment on this paper
--------------------------------------------------------------------------------
Gardening as an Activity in Schools: questions submitted by the Royal Horticultural Society (RHS), November 2009.
Five questions about gardening in schools were submitted by the RHS. The questions sought information from teachers about whether or not they and their school were involved in gardening with pupils and, if their school was, which members of the school community had been the key influences in engaging their school in this. The teachers in schools that did not have gardening activities with pupils were asked what prevented their school from doing this. Teachers were also questioned about what they perceived to be the main benefits of school gardening and whether or not they felt that every child has the right to garden at school.
Read and comment on this report
--------------------------------------------------------------------------------
Information, Advice and Guidance (IAG): questions submitted by the Training and Development Agency, February 2010
Three questions were submitted by the Training and Development Agency for Schools (TDA) to the secondary teachers in NFER’s Teacher Voice Omnibus survey in February 2010. The questions asked about the extent to which respondents are being asked by students for information, advice and guidance (IAG) on learning pathways and career pathways, teachers’ confidence in providing responses to IAG queries, teachers’ views on the extent to which those providing IAG are professionally trained and their perceptions on the status of careers education in their school.
Read and comment on this report
--------------------------------------------------------------------------------
Preparing Young People for the Future: questions submitted by the National Endowment for Science, Technology and the Arts, February 2010
NESTA is concerned with helping the UK to explore how to build its capacity for innovation in order to rise to the challenges of the future. NESTA submitted one question to the omnibus survey and were interested in seeking information about teachers’ perceptions of the current assessment regime because they believe that the assessment and examination system in its current form, does not provide young people with the skills, knowledge and aptitudes that they need in a world which is fast changing.
Read and comment on this report
--------------------------------------------------------------------------------
What makes teachers want to participate in research?
NFER included questions in the Teacher Voice omnibus survey to find out what kinds of incentives would encourage teachers to take part in educational research. Most teachers want to receive summaries and results for the research, and to know their input has made a real difference to policy and practice.
Read and comment on this report
--------------------------------------------------------------------------------
School Report Cards: questions submitted by NFER, November 2009
Two questions were included investigating teachers’ views on the proposed introduction of School Report Cards, and on what measures are to be included.
Read and comment on this report
--------------------------------------------------------------------------------
Continuing Professional Development: questions submitted by the Training and Development Agency (TDA), February, June and November 2009
Questions were included over three consecutive surveys on a range of issues surrounding continuing professional development (CPD). Some questions were repeated in the three surveys to allow comparisons to be made across time.
Read and comment on these reports
--------------------------------------------------------------------------------
The Countryside and the National Curriculum: questions submitted by the Countryside Alliance Foundation, June 2009
Four questions were submitted about the importance placed on pupils learning about the countryside, the role of the countryside in cross-curricular learning, advice and resources for teachers for outdoor educational trips and barriers in taking pupils to the countryside.
Read and comment on this report
--------------------------------------------------------------------------------
Using computer games in the classroom: questions submitted by Futurelab, February 2009
Questions were included to seek information about teachers’ uses of computer games, and to consider the attitudes of teachers towards games and the barriers they perceived in using games in the classroom.
Read and comment on this report
--------------------------------------------------------------------------------
Classroom-based support staff and cover for unplanned absence: questions submitted by the Training and Development Agency (TDA), February 2009
Three questions submitted by the TDA asked about classroom based support staff and cover for unplanned absence.
Read and comment on this report
--------------------------------------------------------------------------------
Information, Advice and Guidance: questions submitted by the Training and Development Agency (TDA), February 2009
The questions submitted asked respondents to consider the extent to which they’re being asked by students for IAG on learning pathways and career pathways, teachers’ confidence in providing responses to IAG queries, careers education in the school and teacher’s perceptions on the efficacy of careers education in their school.
Read and comment on this report
--------------------------------------------------------------------------------
Qualifications and university admissions: questions submitted by the Sutton Trust, October 2008
There has been considerable debate about the influence of qualification types and pupils’ backgrounds upon decisions by universities to offer places to young people, and about whether universities should change their admissions processes in order to encourage more pupils from state schools and less advantaged backgrounds to attend university. In order to find out about perceptions of these issues a number of questions were included in the October 2008 omnibus by the Sutton Trust.
Read and comment on this report
--------------------------------------------------------------------------------
Standards of pupil behaviour: questions submitted by DCSF, June 2008
90% of teachers think pupil behaviour is good or acceptable. Over 80% of teachers see themselves as well equipped to manage pupil behaviour.
Read and comment on this report
--------------------------------------------------------------------------------
Science enquiry: questions submitted by NESTA
Over two-thirds of science teachers who responded felt that science enquiry was very important in science learning.
Read and comment on this report