{"doc_desc":{"title":"Do not use for DataFirst datasets","producers":[{"name":"DataFirst","abbreviation":"","affiliation":"University of Cape Town","role":"Metadata producer"}],"prod_date":"2020-04-22","version_statement":{"version":"Version 2"}},"study_desc":{"title_statement":{"idno":"zaf-resep-lfl-2017-v1","title":"Leadership for Literacy 2017","alt_title":"LFL 2017"},"authoring_entity":[{"name":"Research on Socio-Economic Policy (RESEP)","affiliation":"Stellenbosch University"}],"production_statement":{"funding_agencies":[{"name":"UK Economic and Social Research Council","abbreviation":"ESRC","role":"Funder"}],"grant_no":"ES\/N01023X\/1"},"distribution_statement":{"contact":[{"name":"DataFirst helpdesk","affiliation":"University of Cape Town","email":"support@data1st.org","uri":"www.support@data1st.org"}]},"series_statement":{"series_name":"Education Survey [es]","series_info":"Research on Socio-Economic Policy, Stellenbosch University. Leadership for literacy 2017 [dataset]. Version 1. Stellenbosch: RESEP [producer], 2019. Cape Town: DataFirst [distributor], 2019. DOI: https:\/\/doi.org\/10.25828\/c5we-fj61"},"version_statement":{"version":"v1: Edited, anonymised data for public distribution","version_date":"2019-02-14"},"study_info":{"keywords":[{"keyword":"School leadership","vocab":"","uri":""},{"keyword":"School management","vocab":"","uri":""},{"keyword":"Literacy","vocab":"","uri":""},{"keyword":"School performance","vocab":"","uri":""}],"topics":[{"topic":"School management","vocab":"","uri":""},{"topic":"School leadership","vocab":"","uri":""},{"topic":"School performance","vocab":"","uri":""},{"topic":"Literacy","vocab":"","uri":""}],"abstract":"Leadership for literacy is an education research project led by a multi-disciplinary team of researchers from Stellenbosch University, the University of Cape Town, JET Education Services, the University of South Africa and the Department of Basic Education in South Africa. The project focuses on the under-explored area of high performing rural and township schools in South Africa. The specific aims of the project were to:\nIdentify exceptional rural and township primary schools\nGain new insights into school leadership and management (SLM) practices that support high achievement in these schools\nDevelop a new SLM instrument that captures the behaviour and practices of school teachers and principles in challenging school contexts\nDetermine the predictive validity of this SLM instrument\nEstablish early grade reading norms and benchmarks of SA learnings in challenging contexts","coll_dates":[{"start":"2017-02","end":"2017-11","cycle":""}],"nation":[{"name":"South Africa","abbreviation":"zaf"}],"geog_coverage":"The data covers schools in three South African provinces: Gauteng, KwaZulu-Natal, and Limpopo","geog_unit":"The data is at the level of individual school","analysis_unit":"Individuals and institutions","universe":"The study covered grade 3 and grade 6 learners in the sampled schools, and principals, teachers and schools in the 8 schools selected for the case studies.","data_kind":"Qualitative and quantitative data","notes":"The study used a mixed methods approach to collect data on literacy levels of grade 3 and grade 6 learners. Case studies of 8 of the high achieving schools collected data from principles and teachers on school leadership and management practices in these schools."},"method":{"data_collection":{"data_collectors":[{"name":"Research on Socio-Economic Policy","abbreviation":"RESEP","affiliation":"Stellenbosch University"}],"sampling_procedure":"A purposeful school sampling approach was used to identify 30 exceptional rural and township primary schools in South Africa. Three provinces (KwaZulu-Natal, Gauteng and Limpopo) were chosen to represent different levels of administrative functionality: Gauteng (a highly functional administration), KwaZulu-Natal (medium functionality) and Limpopo (low functionality). System-wide low stakes testing data, the Annual National Assessments were used to identify top performing primary schools in these regions. This information was corroborated against a large dataset of \"good\" schools compiled by RESEP of  from recommendations by stakeholders such as district officials, school principals and administrative clerks, education related NGOs, and unions. 30 schools which performed less well but were located in the same geographic locations as the higher performing pairs were also included in the sample. The schools in the final sample were also selected based on language, namely Sepedi,  Xitsonga or Zulu needed to be their language of instruction or the dominant student language in the school.","coll_mode":"Other [oth]","research_instrument":"Survey instruments included literacy test sheets, questionnaires to collect contextual information, and school management and leadership questionnaires.","coll_situation":"A mixed-methods approach was used for data collection, including literacy tests administered to grade 3 and grade 6 learners, and survey questionnaires administered to learners, principals, and teachers at the sampled schools.","act_min":"Written approval for the study was received fom the Director General of the National Department of Basic Education, and from each of the provincial education departments in the three provinces. This approval granted the project permission to use the Annual National Assessment data and to conduct fieldwork in the schools.  Ethics clearance for the research was granted by the Stellenbosch University Research Ethics Committee, which also involved the approval of administered instruments. All interviews and learner testing commenced with obtaining consent from research participants. Additionally, opt-out forms were sent to schools prior to learner testing. If parents returned an opt-out letter via the learner, then learners did not participate in the testing."}},"data_access":{"dataset_use":{"contact":[{"name":"DataFirst","affiliation":"University of Cape Town","email":"support@data1st.org","uri":"support.data1st.org"}],"cit_req":"Research on Socio-Economic Policy, Stellenbosch University. Leadership for literacy 2017 [dataset]. Version 1. Stellenbosch: RESEP [producer], 2019. Cape Town: DataFirst [distributor], 2019. DOI: https:\/\/doi.org\/10.25828\/c5we-fj61","conditions":"Public use files, available to all"}}},"schematype":"survey"}