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Feb 15, 2019
Apr 22, 2020
Data file: gr6_interview_feb_clean
UNIQUE school identifier
1_1 Are you a SMT (School Management Team member in this school?
1_2 Are you a teacher in this school?
1_3_0 Subjects taught:Home language
1_3_1 Subjects taught: English
1_3_2 Subjects taught: Mathematics
1_3_3 Subjects taught: Natural Science
1_3_4 Subjects taught: Life Science
1_3_5 Subjects taught: EMS
1_3_6 Subjects taught: Life orientation/skills
1_3_7 Subjects taught: Other,specify
1_4 How long taught grade 6 in total?
1_5 How long teacher has worked in this school
1_6 Teacher ever had teaching/managerial post in another school?
1_7 Teacher's HIGHEST qualification?
1_9_0 Teacher's home language: isiZulu
1_9_1 Teacher's home language: Sepedi
1_9_2 Teacher's home language: Xitsonga
1_9_3 Teacher's home language: TshiVenda
1_9_4 Teacher's home language: SeSotho
1_9_5 Teacher's home language: English
1_9_6 Teacher's home language: Other, specify
1_10 Teacher's home language is same as most learners
1_11_a. Proficiency in SPEAKING language spoken by most learners
1_11_b. Proficiency in READING language spoken by most learners
1_11_c. Proficiency in WRITING language spoken by most learners
1_12 No. of learners in teacher's largest grade 6 class
2_1 No. of learners in teacher's largest class
2_2 Multi-grade teaching in Grade 6?
2_3 How often Grade 6 learners take out books from any library?
2_4_a. How many Gr 6 learners have access to novels
2_4_b. How many Gr 6 learners have access to books of short stories
2_4_c. How many Gr 6 learners have access toDramas/plays
2_4_d. How many Gr 6 learners have access to Dictionaries
2_4_e. How many Gr 6 learners have access to English DBE workbook
2_4_f. How many Gr 6 learners have access toEnglish textbook
2_5_a. How often use novels
2_5_b. How often use Books of short stories
2_5_c. How often use Dramas/plays
2_5_d. How often use Dictionaries
2_5_e. How often use English DBE workbook
2_5_f. How often use English textbook
2_6 How many English books for reading in classroom in total?
2_7 Last week, any time timetabled for all students in the school to read?
2_8 How many MINUTES in the week set aside for whole-school reading?
2_9 % of Gr. 6 learners in class that read well, with understanding in ENGLISH?
2_10_a.How often subject advisor came to your classroom: last 12 months?
2_10_b. How often subject advisor observed you teaching: last 12 months?
2_11 Last meeting with a parent to discuss their child's progress in reading?
3_1 How often do you read for enjoyment?
3_2_0 Teacher mostly reads: Novel/fiction
3_2_1 Teacher mostly reads: Non-fiction books
3_2_2 Teacher mostly reads: Magazines
3_2_3 Teacher mostly reads: Children's books
3_2_4 Teacher mostly reads: Newspapers
3_2_5 Teacher mostly reads: Bible/ religious text
3_2_6 Teacher mostly reads: Online news and information
3_2_7 Teacher mostly reads: No response
3_2_8 Teacher mostly reads: Other, specify
3_3 Approximately, how many books are there in your home?
3_4 Title of your favourite fairy tale?
4_1 a. How often teacher gives easier work to struggling/ slower learners
4_2 b. Open-ended: strategies for learners who are falling behind?
4_3 a. How often do you alter planned teaching to match ability level of learner
4_4 b. Open-ended: what altering planned teaching involves?
4_5 a. How often teacher separates learners into ability groups?
4_6 b. How do you decide which ability groups to place learners in?
5_1_a. No. of days last week: Shared reading of novels or setworks
5_1_b. No. of days last week: Group guided reading
5_1_c. No. of days last week: Independent reading
5_1_d. No. of days last week: Comprehension passages
5_2_a Last week, MINUTES spent: Shared reading of novels or setworks
5_2 Last week, MINUTES spent:Group guided reading
5_2 Last week, MINUTES spent: Independent reading
5_2 Last week, MINUTES spent: Comprehension passages?
5_4 School-wide programmes/strategies to support learner's English development?
5_5 Tell us more about these English development programmes?
5_6 How difficult to teach the learners in your class to read?
5_7 How difficult to teach a learner from a very poor family to read?
5_8_0 Teacher identifies who is struggling to read: By walking around the classr
5_8_1 Teacher identifies: During one on one reading with students
5_8_2 Teacher identifies: During group guided reading
5_8_3 Teacher identifies: Results on language tests
5_8_4 Teacher identifies: One on one reading tests
5_8_5 Teacher identifies: Other, specify
5_10_1 Strategies for weaker readers: Give them easier graded readers
5_10_2 Spend time with weaker readers after school
5_10_3 Spend time with weaker readers during break
5_10_4 Refer learners to an external remedial teacher
5_10_5 Refer learners to a remedial teacher within our school
5_10_6 Strategies for weaker readers: Involve parents
5_10_7 Strategies for weaker readers:: Individual development plan
5_10_8 Strategies for weaker readers: Other, specify
5_11 Interviewer optional Further comments to clarify Q5.10
6_1 Teacher uses norms/benchmarks for assessment Gr. 6 reading.
6_2 Explanations of norms/ benchmarks for reading assessment
6_3 Teacher has assessment plan for Grade 6 class/es?
6_4 Can the teacher show you annual assessment plan?
6_6 How regularly do teachers set internal common tests?
6_7_0 Who moderates your tests or assessments: self
6_7_1 Another teacher moderates tests or assessments
6_7_2 An HOD moderates tests or assessments
6_7_3 Deputy Principal moderates tests or assessments
6_7_4 Principal moderates tests or assessments
6_7_5 District officials moderate tests or assessments
6_7_6 No one moderates tests or assessments
6_9_Last year, Gr. 6 classes wrote any test/assessments set by the district or p
6_11 One thing you like most about teaching in this school?
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