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...
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Science enquiry: questions submitted by NESTA
Over two-thirds of science teachers who responded felt that science enquiry was very important in science learning.
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