Open Data Portal
Leadership for Literacy 2017
Research on Socio-Economic Policy (RESEP)
Other Open Research Data
Feb 15, 2019
Apr 22, 2020
Data file: gr3_interview_oct_clean
UNIQUE school identifier
Enter unique number at the bottom LEFT of the page
Unique identifier for teacher
0_5 Does same person teach African lang. & English to Gr 3 class?
1_1 Are you a SMT (School Management Team) member in this school?
1_2_0 Subjects taught: African Language
1_2_1 Subjects taught: English
1_2_2 Subjects taught: Mathematics
1_2_3 Subjects taught: Natural Science
1_2_4 Subjects taught: Life Science
1_2_5 Subjects taught: EMS
1_2_6 Subjects taught: Life orientation / life skills
1_2_7 Subjects taught: Other, specify
1_3 Years teaching grade 3 in total
1_3 Months teaching grade 3 in total
1_4 Years worked in this school in total
1_4 Months worked in this school in total
1_5 Teaching qualifications
1_5 Teaching qualifications: Other(specify)
1_6 Teacher's specialisation / training in teaching language
1_6 Other(specify): Teacher's specialisation / training in teaching language
1_7_0 Teacher's home lang. - isiZulu
1_7_1 Teacher's home lang. - Sepedi
1_7_2 Teacher's home lang. - Xitsonga
1_7_3 Teacher's home lang. - TshiVenda
1_7_4 Teacher's home lang. - SeSotho
1_7_5 Teacher's home lang. - English
1_7_6 Teacher's home lang: Other, specify
1_8 Is teacher's home language the same as most learners?
1_9_a. Proficiency in SPEAKING English?
1_9_b. Proficiency in READING English?
1_10 No. of learners in teacher's largest Gr. 3 class
2_1_0 FAL teacher's homelanguage: isiZulu
2_1_1 FAL teachers homelanguage: Sepedi
2_1_2 FAL teachers homelanguage: Xitsonga
2_1_3 FAL teachers homelanguage: TshiVenda
2_1_4 FAL teachers homelanguage: seSotho
2_1_5 FAL teachers homelanguage: English
2_2_6 FAL teacher's home lang. Other, specify
2_1 Which of the following teaching qualifications do you have? (Note to intervi
2_3 FAL Teacher's specialisation / training in teaching language?
2_4_a. FAL teacher's proficiency in SPEAKING English?
2_4 b. FAL teacher's proficiency in READING English?
3_1 Can I see a copy of the time-table for teaching <African language>?
3_2 REFLECT EVIDENCE: How is reading time for Gr3 African language specified on
3_3 REFLECT EVIDENCE: Total timetabled for African language in a week (in hours)
4_1 Can I see a copy of the time-table for teaching English?
4_2 REFLECT EVIDENCE: Total time (in hours) timetabled for English in a week
4_3 REFLECT EVIDENCE: How is reading time for English specified on timetable?
4_4 REFLECT EVIDENCE: For how many DAYS in the week is a general reading period
5_1_a. No. days in previous week: listening and speaking in African language les
6_1_b. No. days in previous week: Phonics in English
6_1_c. No. days in previous week: Shared reading in English
5_1_d. No. days in the previous week: Group reading in African language lesson
5_1_e. No. days in the previous week: Hand writing in African language lesson
5_1_f. No. days in the previous week: Writing in African language lesson
7_1 How often learners read aloud to teacher in HOME language?
7_2 How often give extra lessons (outside normal teaching time)?
7_3 How long are these extra lessons?
7_4 How often support lessons offered by a REMEDIAL teacher?
7_5 When last received NEW textbooks/ readers for Gr3 home language.
8_1_a. How many learners have access to graded readers: African language
8_2_1 Book used mostly to teach African language -DBE workbook
8_2_2 Books used mostly to teach African language - Graded reader series
8_2_3 Books used mostly to teach African language - Other story books
8_2_4 Books used mostly african - Newspaper or magazines
8_2_5 Books used mostly to teach African language - Other, specify
8_3 Percentage learners read fluently, with understanding: African language
9_1_a. How many learners have access to graded readers: ENGLISH
9_1_b. How many learners have access to DBE workbooks: ENGLISH
9_2_0 Books learners allowed to take home - No books at all
9_2_2 Books learners allowed to take home - DBE workbook
9_2_3 Books learners allowed to take home - Exercise books
9_2_4 Books learners allowed to take home - Reader/story book
9_3 Percentage of learners read fluently and with understanding: English
10_1_1 Books used mostly English - DBE workbook
10_1_2 Books used mostly English - Graded reader series
10_1_3 Books used mostly English - Other story books
10_1_4 Books used mostly English - Newspaper or magazine
10_1_5 Books used mostly English - Other, specify
10_3 REFLECT: Anyone in SMT responsible for overseeing reading?
10_4 REFLECT: Respondent mention SMT monitor HOW reading is taught or train teac
11_2 Someone in the school to give expert support with teaching reading?
11_4 Is this person an SMT member?
11_5 REFLECT: expert support for teaching reading: Q11.1 to Q11.4 ?
12_2 Title of last novel you read?
12_3 REFLECT: Last novel read?
13_1 Do you do Group Guided Reading in HOME language?
13_2 How do you go about doing group guided reading? What does it involve?
13_3 Reasons group guided reading is/isn't useful as method for teaching reading
13_4 REFLECT: Teacher's response shows an understanding of Group Guided Reading?
13_5 How often do you do Group Guided Reading?
13_6 Typical no. learners per group for Group Guided Reading
13_7 Do you group learners by ability for Group Guided Reading?
13_8 If yes, how many ability levels do you have?
14_1 Do you have a record of the assessment marks for reading: Term 2 or 3 this
14_2 REFLECT: Teacher able to show a schedule of marks for reading specifically
14_3 Did the HOD / SMT member DISCUSS reading marks for last term?
15_1 Last time attended training: how to teach reading/develop learners' reading
15_2 How much have you implemented of what you learnt at this training?
15_4 REFLECT: Teacher mentions something learnt at training on teaching reading:
16_3 REFLECT on Q16.1, 16.2: Teacher's understanding of how to improve reading o
17_2 REFLECT: Does the respondent mention any reading or writing goals for grade
17_3 REFLECT: How clear is their description of redng or writing goals for Gr3?
18_1 OBSERVATION: Where books to teach grade 3 African language are kept or stor
18_2 OBSERVATION: No. of different AFRICAN language graded reader SERIES
18_3 OBSERVATION: No. of LEVELS for the graded reader series in AFRICAN language
18_4 OBSERVATION: Total no. of graded reader books in AFRICAN language?
18_5 OBSERVATION: Total no. of OTHER non-graded readers in AFRICAN language
19_1 OBSERVATION: Where are books used to teach grade 3 English kept or stored?
19_2 OBSERVATION: No. of different ENGLISH graded reader SERIES
19_3 OBSERVATION: No. of LEVELS for the graded reader series: ENGLISH
19_4 OBSERVATION: Total no. of graded reader books: English
19_5 OBSERVATION: Total no. of OTHER non-graded readers: English
20_1 OBSERVATION: how well-used do the books look?
20_2 OBSERVATION: Are graded readers sorted by SERIES?
20_3 OBSERVATION: Are graded readers sorted by LEVEL?
20_4 OBSERVATION: Are graded readers sorted by TITLE?
20_5 OBSERVATION: How well organised is the storage of books in the CLASSROOM?
21_1 OFFICE ONLY: Is anyone in the SMT responsible for overseeing reading?
21_2 OFFICE ONLY: Specifically mentions that this role involves monitoring HOW r
21_3 REFLECT: Responses to Q10 the questions on identifying a reading specialist
21_4 OFFICE ONLY: Responses to Q12.1 on favourite children's book.
21_5 OFFICE ONLY: Responses to Q12.2: Last novel read?
21_6 OFFICE ONLY: Teacher's understanding of what Group Guided Reading is about.
21_7_0 OFFICE ONLY: Mentions own teaching as reason for learners struggling to r
21_7_3 OFFICE ONLY: Mentions fast curriculum as reason for learners struggling t
21_7_7 OFFICE ONLY: Mentions dyslexia as reason for learners struggling to read
21_7_8 OFFICE ONLY: Mentions emotional/psychological barriers
21_7_9 OFFICE ONLY: Reasons learners struggle to read:Others, specify
21_8 OFFICE ONLY: How much understanding respondent has about how to improve rea
21_9 No Reading/Language goals mentioned
21_9_2. Reading/ Language goals mentioned: Better infrastructure, furniture
21_9_7. Percentage of class that reach a certain pass mark or level
21_9_8. Pass marks in general
21_9_9. Reading/ Language goals mentioned: Better LTSM
21_9_10 Other, specify
21_10 OFFICE ONLY: How clear is teacher's description of reading/writing goal?
Re-enter unique number at the bottom LEFT of the page
Back to Catalog