1. Teacher Questionnaire National Research Coordinators Meeting Windsor, June 2008

2. NRC Meeting Windsor June 2008 Content of the presentation Field trial participation Main field trial results Draft questionnaire for the MS Survey activities questionnaire (comments on TcQ) Use of teachers’ data

3. NRC Meeting Windsor June 2008 FT participation and results Scales: good reliability Teachers of all subjects Teachers’ response rate Schools’ participation – teachers’ participation

4. NRC Meeting Windsor June 2008 FT participation [DPC data] Teachers in survey11201 Teachers with quest. data 9316 Schools in survey718 Schools with quest. data682

5. NRC Meeting Windsor June 2008 FT participation 17 countries > 85% 6 countries 85-80% 8 countries < 80% (two countries < 50%) [FT Analysis Report Part II, Table 2]

6. NRC Meeting Windsor June 2008 Teacher characteristics Subject(s) taught (categories from Talis) – Teachers of all subjects [T. 3 ] Proposal: only two questions Gender –In all but five countries female teachers are more than males. Overall percentage 65%. –Gender distribution varies across countries (female teachers from 39% to 84%) [T.10]

7. NRC Meeting Windsor June 2008 Teacher characteristics Age – No category can be omitted [T 9]

8. NRC Meeting Windsor June 2008 Scale reliability Confidence in teaching methods CONFTCH (Q11) α.759 [T11] – Minor changes in wording – comments in translation and adaptation forms Participation in school governance TCHPART1 (Q12) α.829 [T12] – One item dropped (item a)

9. NRC Meeting Windsor June 2008 Scale reliability Importance given to student opinions TSTUDIMP (Q14) – α.830 [T13] Proposal: to delete (also in ScQ): not appropriate to grade 8 students

10. NRC Meeting Windsor June 2008 Scale reliability Student-teacher activities in community - STUDACT (Q15) α.729 [T14] – One item dropped (item a) – To report selected single items instead of scale scores Teacher participation in community activities - TCHACT (Q16) α.794 [T15] – To report selected single items instead of scale scores

11. NRC Meeting Windsor June 2008 Scale reliability Student school climate - TSCHCLIM (Q17) α.836 [T16] –Two dimensions expected: student sense of belonging to the school; student respect for school’s rules –One factor only (EFA) – Items e and h dropped

12. NRC Meeting Windsor June 2008 Scale reliability Teaching approaches/strategies TCHCONTR - STUDAUTO (Q18) α.296 and.610 [T17] – Very low reliability – No “content free” – To be dropped

13. NRC Meeting Windsor June 2008 Scale reliability Use of assessment - TCASSES1 (Q19) α.790 [T18] – Item a dropped (low item-total correlations in many countries) –Only three categories (to collapse “to a little extent” and “not at all”) Student participation in classroom activities/discussion - STCLACT1- STCLDIS (Q20) α.683 and α.720 [T19] after deleting item b – Two dimensional structure confirmed (EFA)

14. NRC Meeting Windsor June 2008 Scale reliability Classroom climate - TCCLIM (Q21) α.856 [T20] – Item a dropped Classroom discipline - TCDISC (Q22) α.686 [T21] – Low or very poor reliability for many countries – Item battery to be deleted

15. NRC Meeting Windsor June 2008 Questions on aims of CCE at school (Q23, Q24) [T22] – Format: Q23 to choose the three most important; Q24 Likert type – Only one question within the format of Q23 – Parallel to the question in ScQ for comparison (Q17) – Three dimensions: knowledge and skills, sense of responsibility and active participation

16. NRC Meeting Windsor June 2008 Responsibility of CCE at school (Q25) – in item a: NRCs are requested to give a list of subjects –Item about principals added To introduce a question about issues of social tension inside the school (see Q15 in ScQ)

17. NRC Meeting Windsor June 2008 International option Filter question: NRCs are requested to give a list of subjects of to avoid self-selection Questions derived from CIVED Q27 (sources for CCE): items should be reported as single items for descriptive purposes

18. NRC Meeting Windsor June 2008 International option Teaching and learning activities TCIVACT-TCIVTRAD (Q28) [T23] –TCIVACT α.760 –TCIVTRAD α.646 – Two-dimensional structure confirmed (EFA) – α marginally satisfactory. Values for TCIVTRAD vary considerably across countries – Important (from CIVED). Keep in

19. NRC Meeting Windsor June 2008 International option Confidence in CCE teaching TCIVCONF (Q31) α.903 [T24] – More appropriate to report on single items (description of CCE context across countries) CCE improvement (Q32) from CIVED – Keep in

20. NRC Meeting Windsor June 2008 Survey activities questionnaire Comments on teacher survey and on teacher questionnaire A. Comments on administration procedures (question A7) – L isting of all target grade teachers – Teachers’ year/month of birth – Misunderstanding about teacher population –Schools/teachers participations – Time of the sampling/administration – Confidentiality/anonimity

21. NRC Meeting Windsor June 2008 Survey activities questionnaire B. Comments on difficulties in reaching student and teacher participation (question F3) – Comments from 10 countries related to TcQ –9 countries report difficulties in obtaining teacher participation –Principals disagreement – Teachers of different subjects

22. NRC Meeting Windsor June 2008 –Length of the questionnaire –Teachers not in the target grade –Some questions were considered “very indiscrete” –On-line /paper mode But also Higher participation than expected Strategies for overcoming the difficulties

23. NRC Meeting Windsor June 2008 Survey activities questionnaire Lenght of the questionnaire Clarification of the aims of the teacher survey Procedures for presenting the survey to schools Tracking forms

24. NRC Meeting Windsor June 2008 Proposed TcQ for the MS Same sections Changes based on FT results Lower number of questions – Core: 21 instead of 25 –International option: 6 questions (plus filter question) Changes in wording according to NRCs comments (NAFs) Additional explanatory notes included

25. NRC Meeting Windsor June 2008 International option List of subjects provided by NRCs Possibility for an oversampling of CCE teachers

26. NRC Meeting Windsor June 2008 Use of teacher data Reporting data at the country level –To provide information about the context of civic and citizenship education from the perspective of school teachers (in general) Obtaining aggregated school level data - To provide a picture of how schools implement civic-related teaching practices and about the climate for civic and citizenship education. Aggregated measures can also be used as variables at the student level or in multi-level analysis.

27. NRC Meeting Windsor June 2008 Questions or comments?