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Leadership for Literacy 2017

South Africa, 2017
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zaf-resep-lfl-2017-v1
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Research on Socio-Economic Policy (RESEP)
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Created on
Feb 15, 2019
Last modified
Apr 22, 2020
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Data file: gr3_interview_oct_clean

Cases: 0
Variables: 141

Variables

schoolid
UNIQUE school identifier
barcode
Enter unique number at the bottom LEFT of the page
province
teacher_id
Unique identifier for teacher
t3_same
0_5 Does same person teach African lang. & English to Gr 3 class?
t3_smt
1_1 Are you a SMT (School Management Team) member in this school?
t3_subjects_african
1_2_0 Subjects taught: African Language
t3_subjects_english
1_2_1 Subjects taught: English
t3_subjects_mathema
1_2_2 Subjects taught: Mathematics
t3_subjects_natural
1_2_3 Subjects taught: Natural Science
t3_subjects_lifesc
1_2_4 Subjects taught: Life Science
t3_subjects_ems
1_2_5 Subjects taught: EMS
t3_subjects_lifeor
1_2_6 Subjects taught: Life orientation / life skills
t3_subjects_other
1_2_7 Subjects taught: Other, specify
t3_currentpos_years
1_3 Years teaching grade 3 in total
t3_currentpos_months
1_3 Months teaching grade 3 in total
t3_howlong_years
1_4 Years worked in this school in total
t3_howlong_months
1_4 Months worked in this school in total
t3_qual2
1_5 Teaching qualifications
t3_qual1
1_5 Teaching qualifications: Other(specify)
t3_special1
1_6 Teacher's specialisation / training in teaching language
t3_special2
1_6 Other(specify): Teacher's specialisation / training in teaching language
t3_lang1_isizulu
1_7_0 Teacher's home lang. - isiZulu
t3_lang1_sepedi
1_7_1 Teacher's home lang. - Sepedi
t3_lang1_xitsong
1_7_2 Teacher's home lang. - Xitsonga
t3_lang1_tshiven
1_7_3 Teacher's home lang. - TshiVenda
t3_lang1_sesotho
1_7_4 Teacher's home lang. - SeSotho
t3_lang1_english
1_7_5 Teacher's home lang. - English
t3_lang1_other
1_7_6 Teacher's home lang: Other, specify
t3_langsame
1_8 Is teacher's home language the same as most learners?
t3_speakeng1
1_9_a. Proficiency in SPEAKING English?
t3_readeng2
1_9_b. Proficiency in READING English?
t3_size
1_10 No. of learners in teacher's largest Gr. 3 class
t3_lang1_isizulu1
2_1_0 FAL teacher's homelanguage: isiZulu
t3_lang1_sepedi1
2_1_1 FAL teachers homelanguage: Sepedi
t3_lang1_xitsong1
2_1_2 FAL teachers homelanguage: Xitsonga
t3_lang1_tshiven1
2_1_3 FAL teachers homelanguage: TshiVenda
t3_lang1_sesotho1
2_1_4 FAL teachers homelanguage: seSotho
t3_lang1_english1
2_1_5 FAL teachers homelanguage: English
t3_lang1_other1
2_2_6 FAL teacher's home lang. Other, specify
t3_qual21
2_1 Which of the following teaching qualifications do you have? (Note to intervi
t3_special11
2_3 FAL Teacher's specialisation / training in teaching language?
t3_speakeng11
2_4_a. FAL teacher's proficiency in SPEAKING English?
t3_readeng21
2_4 b. FAL teacher's proficiency in READING English?
t3_timeafr1
3_1 Can I see a copy of the time-table for teaching <African language>?
t3_timeafr3
3_2 REFLECT EVIDENCE: How is reading time for Gr3 African language specified on
t3_timeafr2
3_3 REFLECT EVIDENCE: Total timetabled for African language in a week (in hours)
t3_timeeng1
4_1 Can I see a copy of the time-table for teaching English?
t3_timeeng2
4_2 REFLECT EVIDENCE: Total time (in hours) timetabled for English in a week
t3_timeeng3
4_3 REFLECT EVIDENCE: How is reading time for English specified on timetable?
t3_timeread
4_4 REFLECT EVIDENCE: For how many DAYS in the week is a general reading period
t3_daysafr_a
5_1_a. No. days in previous week: listening and speaking in African language les
t3_dayseng_b
6_1_b. No. days in previous week: Phonics in English
t3_dayseng_c
6_1_c. No. days in previous week: Shared reading in English
t3_daysafr_d
5_1_d. No. days in the previous week: Group reading in African language lesson
t3_daysafr_e
5_1_e. No. days in the previous week: Hand writing in African language lesson
t3_daysafr_f
5_1_f. No. days in the previous week: Writing in African language lesson
t3_readaloud
7_1 How often learners read aloud to teacher in HOME language?
t3_extralesson1
7_2 How often give extra lessons (outside normal teaching time)?
t3_extralesson2
7_3 How long are these extra lessons?
t3_remedial
7_4 How often support lessons offered by a REMEDIAL teacher?
t3_newtext
7_5 When last received NEW textbooks/ readers for Gr3 home language.
t3_textafr_a
8_1_a. How many learners have access to graded readers: African language
t3_textafr_use_dbewor
8_2_1 Book used mostly to teach African language -DBE workbook
t3_textafr_use_graded
8_2_2 Books used mostly to teach African language - Graded reader series
t3_textafr_use_others
8_2_3 Books used mostly to teach African language - Other story books
t3_textafr_use_newspap
8_2_4 Books used mostly african - Newspaper or magazines
t3_textafr_use_other
8_2_5 Books used mostly to teach African language - Other, specify
t3_readwellafr
8_3 Percentage learners read fluently, with understanding: African language
t3_texteng_a
9_1_a. How many learners have access to graded readers: ENGLISH
t3_texteng_b
9_1_b. How many learners have access to DBE workbooks: ENGLISH
t3_takehome_nobook
9_2_0 Books learners allowed to take home - No books at all
t3_takehome_dbewor
9_2_2 Books learners allowed to take home - DBE workbook
t3_takehome_exercis
9_2_3 Books learners allowed to take home - Exercise books
t3_takehome_reader
9_2_4 Books learners allowed to take home - Reader/story book
t3_readwelleng
9_3 Percentage of learners read fluently and with understanding: English
t3_texteng_use_dbewor
10_1_1 Books used mostly English - DBE workbook
t3_texteng_use_graded
10_1_2 Books used mostly English - Graded reader series
t3_texteng_use_story
10_1_3 Books used mostly English - Other story books
t3_texteng_use_newspap
10_1_4 Books used mostly English - Newspaper or magazine
t3_texteng_use_other
10_1_5 Books used mostly English - Other, specify
t3_smtread2
10_3 REFLECT: Anyone in SMT responsible for overseeing reading?
t3_smtread3
10_4 REFLECT: Respondent mention SMT monitor HOW reading is taught or train teac
t3_readhelp1
11_2 Someone in the school to give expert support with teaching reading?
t3_bestread4
11_4 Is this person an SMT member?
t3_bestread2
11_5 REFLECT: expert support for teaching reading: Q11.1 to Q11.4 ?
t3_novela
12_2 Title of last novel you read?
t3_novelb
12_3 REFLECT: Last novel read?
t3_ggr_yn
13_1 Do you do Group Guided Reading in HOME language?
t3_ggr_recom1
13_2 How do you go about doing group guided reading? What does it involve?
t3_ggr_recom2
13_3 Reasons group guided reading is/isn't useful as method for teaching reading
t3_ggr_purpose
13_4 REFLECT: Teacher's response shows an understanding of Group Guided Reading?
t3_ggr_often
13_5 How often do you do Group Guided Reading?
t3_ggr_groups
13_6 Typical no. learners per group for Group Guided Reading
t3_ggr_ability
13_7 Do you group learners by ability for Group Guided Reading?
t3_ggr_levels
13_8 If yes, how many ability levels do you have?
t3_readmark1
14_1 Do you have a record of the assessment marks for reading: Term 2 or 3 this
t3_readmark2
14_2 REFLECT: Teacher able to show a schedule of marks for reading specifically
t3_readmark4
14_3 Did the HOD / SMT member DISCUSS reading marks for last term?
t3_training1
15_1 Last time attended training: how to teach reading/develop learners' reading
t3_training4
15_2 How much have you implemented of what you learnt at this training?
t3_training5
15_4 REFLECT: Teacher mentions something learnt at training on teaching reading:
t3_understand1
16_3 REFLECT on Q16.1, 16.2: Teacher's understanding of how to improve reading o
t3_goal3b
17_2 REFLECT: Does the respondent mention any reading or writing goals for grade
t3_goal3c
17_3 REFLECT: How clear is their description of redng or writing goals for Gr3?
t3_bookskept_afr
18_1 OBSERVATION: Where books to teach grade 3 African language are kept or stor
t3_readers1_afr
18_2 OBSERVATION: No. of different AFRICAN language graded reader SERIES
t3_readers2_afr
18_3 OBSERVATION: No. of LEVELS for the graded reader series in AFRICAN language
t3_readers3_afr
18_4 OBSERVATION: Total no. of graded reader books in AFRICAN language?
t3_nonreader_afr
18_5 OBSERVATION: Total no. of OTHER non-graded readers in AFRICAN language
t3_bookskept_eng
19_1 OBSERVATION: Where are books used to teach grade 3 English kept or stored?
t3_readers1_eng
19_2 OBSERVATION: No. of different ENGLISH graded reader SERIES
t3_readers2_eng
19_3 OBSERVATION: No. of LEVELS for the graded reader series: ENGLISH
t3_readers3_eng
19_4 OBSERVATION: Total no. of graded reader books: English
t3_nonreader_eng
19_5 OBSERVATION: Total no. of OTHER non-graded readers: English
t3_bookused
20_1 OBSERVATION: how well-used do the books look?
t3_organise3a
20_2 OBSERVATION: Are graded readers sorted by SERIES?
t3_organise3b
20_3 OBSERVATION: Are graded readers sorted by LEVEL?
t3_organise3c
20_4 OBSERVATION: Are graded readers sorted by TITLE?
t3_organise1
20_5 OBSERVATION: How well organised is the storage of books in the CLASSROOM?
t3o_smtread2
21_1 OFFICE ONLY: Is anyone in the SMT responsible for overseeing reading?
t3o_smtread3
21_2 OFFICE ONLY: Specifically mentions that this role involves monitoring HOW r
t3o_bestread2
21_3 REFLECT: Responses to Q10 the questions on identifying a reading specialist
t3o_childbook
21_4 OFFICE ONLY: Responses to Q12.1 on favourite children's book.
t3o_novel
21_5 OFFICE ONLY: Responses to Q12.2: Last novel read?
t3o_ggr
21_6 OFFICE ONLY: Teacher's understanding of what Group Guided Reading is about.
t3o_slow2_owntea
21_7_0 OFFICE ONLY: Mentions own teaching as reason for learners struggling to r
t3o_slow2_fastcu
21_7_3 OFFICE ONLY: Mentions fast curriculum as reason for learners struggling t
t3o_slow2_dyslexi
21_7_7 OFFICE ONLY: Mentions dyslexia as reason for learners struggling to read
t3o_slow2_emotion
21_7_8 OFFICE ONLY: Mentions emotional/psychological barriers
t3o_slow2_others
21_7_9 OFFICE ONLY: Reasons learners struggle to read:Others, specify
t3o_understand2
21_8 OFFICE ONLY: How much understanding respondent has about how to improve rea
t3o_goal2_nogoal
21_9 No Reading/Language goals mentioned
t3o_goal2_better
21_9_2. Reading/ Language goals mentioned: Better infrastructure, furniture
t3o_goal2_discipl
21_9_6. Discipline
t3o_goal2_percent
21_9_7. Percentage of class that reach a certain pass mark or level
t3o_goal2_passma
21_9_8. Pass marks in general
t3o_goal2_better1
21_9_9. Reading/ Language goals mentioned: Better LTSM
t3o_goal2_other
21_9_10 Other, specify
t3o_goal3c
21_10 OFFICE ONLY: How clear is teacher's description of reading/writing goal?
barcode2
Re-enter unique number at the bottom LEFT of the page
Total: 141
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