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Data Catalogues
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Knowledge Catalogues
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Teacher
Practices/Beliefs
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| Variable |
Active learning |
| Description |
Students are active in their own learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Addressing community needs |
| Description |
Teachers are willing to change and are responsive
to community needs |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Articulated vision of education |
| Description |
Teachers have a clearly articulated vision of
education |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Attention to critical thinking |
| Description |
Careful and deliberate attention is given to the
teaching of critical thinking |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Balance content and process |
| Description |
Do you make a conscious effort to try to balance
content and process in your teaching? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Behavioral management |
| Description |
Is the kind of individual attention that you give
to your students mostly behavioral management? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Believe in learning for living |
| Description |
Are you committed to learning for living as goal
for students and do you reject "learning for earning" as the
primary direction for schools? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Change adventure for both teachers and students |
| Description |
Do you think all this system change is a great
adventure for both teachers and students and can be a learning
experience? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Children are natural learners |
| Description |
Do you think children are natural learners and
bring a world of information into the school and do you try
to connect your teaching to what they understand so they construct
their own meaning and knowing? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Children are taught adult role models |
| Description |
Our school gives children a variety of positive
adult role models |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Class planning |
| Description |
To what extent do you agree with the argument
that your class used to be a "class"; now it is a collection
of individuals which requires significantly more planning
and classroom management than ever before? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Classroom practice & learner supervision |
| Description |
Would you like to try to develop your classroom
practice into the supervision of learners? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Community respect for teachers |
| Description |
Teachers are respected by the community because
they work hard on behalf of our young people |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Connecting school with real life |
| Description |
The school provides a common, shared experience
for our community; connecting often diverse social elements
through common experience for our children |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Connection between school and world |
| Description |
Connections are established between the classroom
and the world outside the school |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Continuous progress |
| Description |
Do you think continuous progress is not really
all that hard; it's actually what you try to do anyway with
your students? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Cooperative learning & teamwork |
| Description |
Does cooperative learning approaches and teamwork
have a lot of appeal to you ? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Cultural diversity % ESL |
| Description |
To what extent do you agree with the argument
that cultural diversity and ESL demands require significantly
greater understanding on your part as a teacher, in order
to address the learning needs of all my students |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Defending public school system |
| Description |
Overall, would you agree that the public school
system is something worth defending, and that public schools
are a strong positive basis from which to shape change |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Develop variety of pedagogical skills |
| Description |
To what extent do you agree with the argument
that increased emphasis on active learning and continuous
progress means that you have had to develop a greater variety
of pedagogical skills ? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Direct instruction best |
| Description |
Do you think direct instruction is still the best
way to get students to learn? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
discourage outside participation with students |
| Description |
Do not you really like to encourage outside participation
with your students? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Diversity enriches society |
| Description |
Do you think diversity in human attitudes and
behaviour enriches society? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Do not seek parent or community involvement |
| Description |
Do you hardly ever actively seek parent or community
involvement? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Do not tell people what you really think of them |
| Description |
Do you believe that the best way to get along
is not to tell people what you really think of them? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Economic security |
| Description |
Do you think economic security is the major goal
of everybody and school should help people achieve that? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Economy exerts pressure on teachers |
| Description |
To what extent do you agree with the argument
that as the economy continues to be restructured, there are
increasing pressures on families, increasing demands on children
and shifting expectations on teachers that make your work
life much more complex |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Educational experiment consequences |
| Description |
Do you think we are always involved in some kind
of educational experiment and it never settles long enough
to get good at anything? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Educational experiment never ends |
| Description |
Dose it seem to you that we are always involved
in some kind of educational experiment and it never settles
long enough to get good at anything? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Efficiency of old-fashioned grading |
| Description |
Do you think the old-fashioned grading assessment
system served an important function in letting parents and
students know where they stand in the system and this form
of assessment is too important to be abandoned? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Engaging in interesting extra-curricular activities |
| Description |
Through extra-curricular activities both teachers
and students participate in meaningful and enjoyable activities
which are also learning experiences |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Experts create curriculum |
| Description |
Do you think curriculum is something that experts
create; and your job is to find the best way to deliver it? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Extra work for student job preparation |
| Description |
What do you think about the argument stating that:
it is nice to do a lot of extra things to encourage children,
but if students are not prepared to get a job in a competitive
economy then we have really failed? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on letter grades vs anecdotal reporting |
| Description |
I am actually here . Letter grades . Anecdotal
reporting |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus closed system vs school within community |
| Description |
I am actually here . School as a closed system.
School within community context |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus community involvement |
| Description |
I am actually here . Little encouragement for
community involvement . Community involvement activity sought |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on competition vs co-operative learning |
| Description |
I am actually here . Competition . Co-operative
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on content acquisition vs learning to learn |
| Description |
II am actually here. Content acquisition . Learning
to learn |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on content vs process |
| Description |
I am actually here . Major focus on content .
On process |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on direct instruction vs active learning |
| Description |
I am actually here . Direct instruction . Active
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on discipline vs integration |
| Description |
I am actually here . Discrete discipline . Integration
of subjects |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on hierarchical administration vs professional/collegial |
| Description |
I am actually here . Hierarchical administrative
structures . Professional/collegial relationships |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on norm-referenced exams vs reference sets |
| Description |
I prefer to be here . Norm-referenced exams .
Reference sets or checklists |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on prescribed scope vs continuous progress |
| Description |
I am actually here . Prescribed scope and sequence
. Continuous progress |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on single vs multi-age grouping |
| Description |
I am actually here. Single grade grouping . Multi-age
grouping |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on single vs multiple instructional style |
| Description |
I am actually here . Single instructional style
. Multiple instructional style |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on teacher as independent vs interdependent |
| Description |
I am actually here . Teacher as independent professional
. Collaborative interdependent teacher relationship |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on teacher as supervisor vs self-directed
learners |
| Description |
I am actually here . Teacher role as supervisor
of learners . Self-directed learners |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus on teacher vs child-centred instruction |
| Description |
I am actually here . Teacher centred . Child-centred
instruction |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Focus standardized tests vs authentic assessment |
| Description |
I am actually here . Standardized tests . Authentic
(performance) assessment |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Getting much pleasure from teaching now |
| Description |
Do you expect to get much pleasure from teaching
now? Is it what you do for a living? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Greatest achievements still ahead of you |
| Description |
Do you think your greatest achievements as a teacher
are still ahead of you? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Hard work always pays off |
| Description |
Do you think hard work always pays off? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Helping students learn in multinational world |
| Description |
Is helping students learn to function in a complex
multinational world a major component of your job as a teacher
? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Importance of expressing feelings |
| Description |
Do you think it is important that people be able
to express their feelings? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Individual student progress |
| Description |
Do you agree that although it is hard to create
a system for each student to have individual progress, it
is worth the effort to try? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Integration of students |
| Description |
To what extent do you agree with the argument
that you are now required to work in teams to manage integration
of many students; teams that involve other teachers, therapists
of many kinds, administrative officers, etc. I need skills
and rights to do this |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Job has new aspects, poverty and hunger |
| Description |
To what extent do you agree with the argument
that your job has important new aspects such as dealing with
poverty and hunger among children ? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Like to be alone to do work |
| Description |
Do you wish everybody would leave you alone to
do your work in the classroom? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Lost professional support from Principal |
| Description |
To what extent do you agree with the argument
that with the change from Principals to Administrative Officers,
you have lost the professional support you used to get from
your Principal ? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Major focus on content |
| Description |
Do you prefer to have a major focus on content
when you teach? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Materials taught as issues under investigation |
| Description |
Material to be taught is organized and presented
as problems or issues to be investigated |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Materials taught relates to students' past knowledge |
| Description |
Teachers connect what they are teaching to students'
previous knowledge and experience |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Need a new model for education |
| Description |
Do you support the position that it is important
that we, as teachers, be leaders in shaping change and creating
the future with a new model for education? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
New social crises |
| Description |
To what extent do you agree with the argument
that there are new social crises which create new circumstances
in the classroom, including violence, alcohol usage, substance
abuse, etc? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Nurturing environment |
| Description |
The school plays a positive role in our community
in providing a safe and nurturing environment for our children
and young people |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Parents and community's support for teachers |
| Description |
As a teacher, I still feel that I have strong
support from parents and the community |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Parents more demanding |
| Description |
To what extent do you agree with the argument
that parents are often much more demanding and activist and
demand more feedback from you than simple report cards and
you need to be able to articulate your teacher plans and methods
much more clearly now? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Parents' awareness of kids' progress |
| Description |
Parents of children at our school feel they are
getting the information they need about the progress of their
children |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Pedagogy makes classes effective |
| Description |
A wide and varied pedagogy makes classrooms more
interesting, rewarding and effective |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Prefer to use a single textbook |
| Description |
Do you prefer to use a single assigned textbook? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference closed system vs within community |
| Description |
I prefer to be here . School as a closed system.
School within community context |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference content vs process |
| Description |
I prefer to be here . Major focus on content .
On process |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference hierarchical administration vs professional/collegial |
| Description |
I prefer to be here . Hierarchical administrative
structures . Professional/collegial relationships |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference norm-referenced exams vs reference
sets |
| Description |
I prefer to be here . Norm-referenced exams .
Reference sets or checklists |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on competition vs co-operative learning |
| Description |
I prefer to be here . Competition . Co-operative
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on content acquisition vs learning
to learn |
| Description |
I prefer to be here . Content acquisition . Learning
to learn |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on direct instruction vs active learning |
| Description |
I prefer to be here . Direct instruction . Active
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on discipline vs integration |
| Description |
I prefer to be here . Discrete discipline . Integration
of subjects |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on letter grades vs anecdotal reporting |
| Description |
I prefer to be here . Letter grades . Anecdotal
reporting |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on single vs multi-age grouping |
| Description |
I prefer to be here . Single grade grouping .
Multi-age grouping |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on single vs multiple instructional
style |
| Description |
I prefer to be here . Single instructional style
. Multiple instructional style |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference on teacher vs child-centred instruction |
| Description |
I prefer to be here . Teacher centred . Child-centred
instruction |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference prescribed scope vs continuous progress |
| Description |
I prefer to be here . Prescribed scope and sequence
. Continuous progress |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference standardized tests vs authentic assessment |
| Description |
I prefer to be here . Standardized tests . Authentic
(performance) assessment |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference teacher as independent vs interdependent |
| Description |
I prefer to be here . Teacher as independent professional
. Collaborative interdependent teacher relationship |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preference teacher as supervisor vs self-directed
learners |
| Description |
I prefer to be here . Teacher role as supervisor
of learners . Self-directed learners |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Preferences community involvement |
| Description |
I prefer to be here . Little encouragement for
community involvement . Community involvement activity sought |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Prescribed sequences of skill development |
| Description |
With all the things you have do you find that
prescribed sequences of skill development is a big help? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Repertoire of teaching styles |
| Description |
To what extent do you agree with the argument
that the backgrounds and circumstances of your students are
now so varied that I need a significantly greater repertoire
of teaching styles, much greater ability in student assessment
and significantly more ef |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Resource based learning |
| Description |
Do you think resource based learning takes a lot
of effort to get organized but then it works really well for
the students? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Rewarding work |
| Description |
Do you think people should expect the work to
be rewarding in itself? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Satisfied with the work you are doing now |
| Description |
Are you really quite satisfied with the work you
are doing now? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Scarce resources and sorting |
| Description |
Do you believe in individual student attention
but if we don't have the resources to do it right we are better
off to stick to the old system of competition and sorting? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus closed system vs school within community |
| Description |
My school is here . School as a closed system.
School within community context |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus community involvement |
| Description |
My school is here . Little encouragement for community
involvement . Community involvement activity sought |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on competition vs co-operative learning |
| Description |
My school is here . Competition . Co-operative
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on content acquisition vs learning
to learn |
| Description |
My school is here . Content acquisition . Learning
to learn |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on content vs process |
| Description |
My school is here.Major focus on content. On process |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on direct instruction vs active learning |
| Description |
My school is here . Direct instruction . Active
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on discipline vs integration |
| Description |
My school is here . Discrete discipline . Integration
of subjects |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on hierarchical administration vs
professional/collegial |
| Description |
My school is here . Hierarchical administrative
structures . Professional/collegial relationships |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on letter grades vs anecdotal reporting |
| Description |
My school is here . Letter grades . Anecdotal
reporting |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on norm-referenced exams vs reference
sets |
| Description |
I prefer to be here . Norm-referenced exams .
Reference sets or checklists |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on scope vs continuous progress |
| Description |
My school is here . Prescribed scope and sequence
. Continuous progress |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on single vs multi-age grouping |
| Description |
My school is here . Single grade grouping . Multi-age
grouping |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on single vs multiple instructional
style |
| Description |
My school is here . Single instructional style
. Multiple instructional style |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on standardized tests vs authentic
assessment |
| Description |
My school is here . Standardized tests . Authentic
(performance) assessment |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on teacher as independent vs interdependent |
| Description |
My school is here . Teacher as independent professional
. Collaborative interdependent teacher relationship |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on teacher supervisor vs self-directed
learners |
| Description |
My school is here . Teacher role as supervisor
of learners . Self-directed learners |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School focus on teacher vs child-centred instruction |
| Description |
My school is here . Teacher centred . Child-centred
instruction |
| Topic |
Teacher practices/beliefs |
| Theme |
Aspect of Teaching |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School's importance in community |
| Description |
The school is a central and important part of
our community |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
School's operation efficiency |
| Description |
In general, the school system runs well enough
to be taken for granted |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Schools & values |
| Description |
Do you believe that schools today must stand for
some kind of values like tolerance and social responsibility
because schools are the only place left where children can
learn these common values? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Schools' democracy |
| Description |
The school fulfils a democratic purpose by integrating
students from a variety of backgrounds |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Schools' effectiveness |
| Description |
Overall, schools are still effective, and students
are still learning |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
See your future clearly |
| Description |
Can you see your future very clearly past that
the end of this teaching year? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Sense of trust and openness |
| Description |
Classrooms are characterized by trust and openness
so that students find it easy to participate in their own
learning |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Sharing experiences with other teachers |
| Description |
Do you think sharing experience with other teachers
is an important part of your professional life? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Sharing own ideas |
| Description |
Students share and build on each other's ideas |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Single instructional technique |
| Description |
Can you depend on just a single instructional
technique in your circumstances? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Social services delivery through school |
| Description |
To what extent do you agree with the argument
that there are new emerging requirements for me to be a social
service worker as well as a teacher and to participate in
delivery of social services through the school? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Society is going through a major transformation |
| Description |
Do you think the society is going through a major
transformation? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Students learn how to learn |
| Description |
Do you agree that the only way to progress students
for the world they will live in is to make sure they learn
how to learn? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Success with one or two kids is an achievement |
| Description |
If you really succeed with one or two kids in
class then do you consider that an achievement? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teacher-centred classroom |
| Description |
Do you think a teacher-centred classroom is really
the only practical way to manage your day? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers address students' problems |
| Description |
Teachers have become a major means of identifying
hunger, abuse, and other difficulties many children face |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers as leaders |
| Description |
To what extent do you agree with the argument
that given the changing times, it is important that you as
teachers, be leaders in shaping change and creating the future
with a new model for education? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers defend students' rights |
| Description |
Teachers have been leaders and effective spokespersons
in defending children's rights on such issues as racism, child
abuse, gender equity, etc. |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers economics well being |
| Description |
Teachers lead economically stable and rewarding
lives which gives them the security to act on behalf of kids |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers' commitment to students |
| Description |
Teachers are caring, committed people who work
hard to do help students |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers' education and information level |
| Description |
Teachers are well-educated and well-informed |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers' effort towards gaining more education. |
| Description |
Teachers work hard at self-improvement through
professional development, taking courses, and working with
peers |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers' impact on people in their adult lives |
| Description |
There is evidence that teachers do have major
impacts on people in their adult lives; there are many adult
stories about positive teacher impact on careers and on lives |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Teachers' supervisory role |
| Description |
In face of increasing violence in schools teachers
are trusted as responsible adult supervisors of children |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Technical skills new requirement |
| Description |
To what extent do you agree with the argument
that technological change is now so profound that learning
technical skills is a whole new requirement for you as a teacher? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
To be the kind of teacher that I want |
| Description |
Do you think is it impossible to be the kind of
teacher that you want to be any more; there are too many demands? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Trusting the educational leaders |
| Description |
Do you trust the educational leaders of today? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Usefulness of material taught |
| Description |
Most of what we teach is meaningful and useful
to students |
| Topic |
Teacher practices/beliefs |
| Theme |
What do we do well? |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Value of closed system |
| Description |
Do you think that school operates in a closed
system and while that may be good for teachers and administrators
it is not good for students? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Variety of economic circumstances |
| Description |
To what extent do you agree with the argument
that the community in which I teach used to be all the same
economic class; now there are a variety of economic circumstances
in which children live? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Want to retire on pension |
| Description |
Do you just want to hang on long enough to retire
on your pension? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
We live in a pluralistic society |
| Description |
To what extent do you agree with the argument
that we used to live in a society that was unified by language,
values, culture, etc. Now we live in a truly pluralistic society
with a variety of cultures, values, attitudes, etc? |
| Topic |
Teacher practices/beliefs |
| Theme |
Shaping Change |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Working with the unaware parents |
| Description |
Do you agree with the statement "we all pay lip
service to working together with parents simply have no idea
of what I am trying to do and what I have to put up with so
I find it hard to actually work closely with parents and I
really try to avoid it as m |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Worth of material |
| Description |
The material taught is worthwhile and important:
it is worth knowing |
| Topic |
Teacher practices/beliefs |
| Theme |
Pedagogy |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
| Variable |
Your school & its community |
| Description |
Does your school operate in the context of its
community? |
| Topic |
Teacher practices/beliefs |
| Theme |
Values-Intentions-Practices |
| Data Source |
BC Teachers' Federation |
| Dates |
1993 |
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