Top PDF Teacher Voice Omnibus Survey : March 2018

Teacher Voice Omnibus Survey : March 2018

Teacher Voice Omnibus Survey : March 2018

The DfE wishes to encourage schools to give more teachers the opportunity to work flexibly around their caring and family commitments, including part-time working and job sharing. They want to ensure talented teachers are not lost because of a lack of flexible working opportunities. The DfE published its 2017 Flexible Working Guidance, based around real-life school and individual teacher case studies, to advise teachers who are considering working flexibly and to help schools and employers consider how best to encourage, support and enable flexible working requests. The Department is also planning a range of activities to support schools to deploy all their staff effectively and efficiently, which will include re-scoping projects to support teachers to return to the profession in flexible working positions; improving coaching offers for women teachers and piloting whole organisation approaches to increase and support flexible working. The survey asked respondents about their opinion on part-time and flexible working arrangements in their school.
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NFER Teacher Voice Omnibus : questions for the Department for Education : March to May 2014 and May to June 2014.
Research brief, October 2014

NFER Teacher Voice Omnibus : questions for the Department for Education : March to May 2014 and May to June 2014. Research brief, October 2014

The Department for Education (DfE) buys a termly set of questions into the NFER Teacher Voice Omnibus Survey. The DfE also buys a Senior Leader Booster to the survey in order to capture extra data. The findings are used to more efficiently address a steady flow of requests for general intelligence from teachers and schools, and give the Department a means of getting answers to simple questions about how policies are working and what teachers think of them.

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NFER Teacher Voice Omnibus November 2012 Survey: new Teachers' Standards and appraisal regulations

NFER Teacher Voice Omnibus November 2012 Survey: new Teachers' Standards and appraisal regulations

A sample of over 1,600 teachers holding qualified teacher status (QTS) completed the survey. The sample was weighted to ensure that it was representative and included teachers from a wide range of school governance types and subject areas. Sample numbers were sufficient to allow for comparisons between the primary and secondary sectors. Detailed information about the sample is given in annex 1 of this report.

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NFER teacher voice omnibus. Research report : July 2016

NFER teacher voice omnibus. Research report : July 2016

The Department for Education (DfE) submitted a total of 23 questions to NFER which were included in the Teacher Voice Omnibus Survey and a Senior Leader Booster Survey conducted in autumn 2015. The Teacher Voice Omnibus Survey was completed online between 6th and 11th November 2015, and the Senior Leader Booster Survey was completed online and on paper between 20th November and 11th December 2015. The questions explored teachers’ and senior leaders’ views on, and strategies and activities relating to, a range of areas such as: statutory assessment; curriculum reform; accountability reforms; careers and apprenticeships; building pupils’ character, resilience and active learning; alternative provision; Prevent; physical activity; English as an
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NFER Teacher Voice Omnibus : questions for the Department for Education : June 2015

NFER Teacher Voice Omnibus : questions for the Department for Education : June 2015

The Department for Education (DfE) buys a termly set of questions on the NFER Teacher Voice Omnibus Survey. The DfE also buys a Senior Leader Booster to the survey in order to capture additional responses from senior leaders. The findings are used to more efficiently address a steady flow of requests from the Department for general intelligence from teachers and schools, and give the Department a means of getting answers to simple questions about how policies are working and what teachers think of them. This Research Brief provides an overview of the responses to the set of questions submitted to the summer Teacher Voice Omnibus Survey in June 2015 and the Senior Leader Booster Survey conducted between June 2015 and July 2015. Alongside the research brief, a complete set of data tables for the survey has been published. The questions submitted in the summer 2015 survey, explored:
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NFER Teacher Voice Omnibus : questions for the Department for Education – November 2014. Research brief : July 2015

NFER Teacher Voice Omnibus : questions for the Department for Education – November 2014. Research brief : July 2015

The Department for Education (DfE) buys a termly set of questions on the NFER Teacher Voice Omnibus Survey. The DfE also buys a Senior Leader Booster to the survey in order to capture additional responses from senior leaders. The findings are used to more efficiently address a steady flow of requests for general intelligence from teachers and schools, and give the Department a means of getting answers to simple questions about how policies are working and what teachers think of them.

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Omnibus survey of pupils and their parents or carers: wave 5: Research report: March 2019

Omnibus survey of pupils and their parents or carers: wave 5: Research report: March 2019

In its single departmental plan, the DfE has made clear its commitment to ensuring that they prioritise the needs of the most disadvantaged. The department’s current guidance on Relationship and Sex Education encourages schools to make sensitive arrangements to help girls cope with menstruation. Schools have discretion over how they use their funding and can make sanitary products available if they identify this as a barrier to attendance. The department supports schools in addressing the needs of disadvantaged pupils through pupil premium funding, worth more than £2.4 billion of additional funding in 2018 alone.
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Teacher Voice Omnibus May 2013 survey: pupil behaviour, research report

Teacher Voice Omnibus May 2013 survey: pupil behaviour, research report

Looking at variations by seniority, similar proportions of classroom teachers and senior leaders described pupil behaviour as ‘good’ (43% and 41% respectively). However, proportionally more senior leaders rated the standard of pupil behaviour as ‘very good’ (52%, compared with 30% of classroom teachers). Higher proportions of classroom teachers than senior leaders rated pupil behaviour as ‘acceptable’ or ‘poor’, however. Again in line with previous survey findings, older teachers were most positive in their perceptions of pupil behaviour (see Table 21). For example, amongst those aged 50 years and over, 40 per cent rated pupil behaviour in their school as ‘very good’. Whereas amongst those aged 25 to 29 years, 30 per cent selected ‘very good’.
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Teacher Voice Omnibus Survey

Teacher Voice Omnibus Survey

Senior leaders were asked how likely they would be to attempt to recruit teachers from outside the UK if they had teacher supply issues in Science, Technology, Engineering and Mathematics (STEM) subjects, Modern Foreign Languages (MFL), and other subjects. As a whole respondents tended to say that they would be unlikely to do so, although just over a quarter recorded the answer ‘Neither likely nor unlikely’ in response to each of the questions, as can be seen in Figures 7 and 8 below. Slightly fewer than half (45 per cent) said they would be unlikely or extremely unlikely to recruit teachers from outside the UK to teach STEM subjects and nearly two-fifths (38 per cent) said so about MFL and for other subjects. However, a quarter (24 per cent) indicated they were likely or extremely likely to look outside the UK for MFL teachers.
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NFER teacher voice omnibus November 2011 survey : identifying and reducing bureaucratic burdens

NFER teacher voice omnibus November 2011 survey : identifying and reducing bureaucratic burdens

The main school survey was completed by a sample of over 1,500 teachers and the special schools survey by 68 2 teachers from 36 different maintained special schools. Please note that findings from the special schools survey, and comparisons between the main sample and special school samples, should be treated with caution. The main school sample was weighted to ensure representativeness. The sample included teachers from a wide range of school governance types and subject areas. Sample numbers were sufficient to allow for comparisons between the primary and secondary sectors. Detailed information about the samples is given in the
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NFER Teacher Voice Omnibus : January 2017

NFER Teacher Voice Omnibus : January 2017

The DfE has committed itself to a range of measures designed to broaden the pool of talent in the teaching profession. Specifically, it has highlighted the way that women are under-represented in senior posts and has launched a coaching pledge and supported school-led networks as a means of nurturing women’s career prospects within the profession. These reforms by the DfE are part of a broader range of measures to encourage schools to harness talent by enabling staff to work part-time or flexible hours and to introduce job-share arrangements. The survey asked respondents about their awareness of part-time and flexible working arrangements in schools and the factors influencing schools’ decisions about them.
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NFER teacher voice omnibus : November 2012 Survey : Understanding union membership and activity

NFER teacher voice omnibus : November 2012 Survey : Understanding union membership and activity

Top 10 responses as given by ‘all teachers’. Due to rounding, percentages may not sum to 100. Due to the secondary and all teacher categories being weighted separately and the primary teacher category being unweighted, the number of primary and secondary respondents may not sum to the number of teachers in total. Only a small number of respondents indicated that the current ‘work to rule’ was having an impact in their school so the findings should be treated with caution.

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Teacher workload survey 2016

Teacher workload survey 2016

population. However, composition of respondents by phase of education and number of teachers in a school was less similar to the overall teacher population. Primary school teachers and those from schools with 100 or more teachers were underrepresented, this was as a result of designing the sample to ensure there were sufficient teachers present in each phase and school size category. To adjust for this sampling approach, the data has been weighted to more accurately reflect the national population (for full details on the sample characteristics in comparison to national figures please see Annex 2 of the technical report). This weighting ensures that the final results are representative of the population of teachers and ensures that summary measures, such as average workload and attitude measures, generalise from the sample to all corresponding teachers. The use of a true probability sampling approach in the survey is much more expensive than quota sampling used in opinion polls, but provides the gold standard for validity in survey methods.
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Teacher Workload Survey 2019

Teacher Workload Survey 2019

parameters estimates for the variables on which they differ to the intercept. For example, a classroom teacher who was part-time in a primary school would have a fitted value of 52.7 – 11.9 + 1.3 = 42.1 hours, where -11.9 is the part-time coefficient (relative to full- time, the reference category) and +1.3 is the primary school coefficient (relative to a secondary school) in the teacher/middle leader model (use Table 41 as reference). Other combinations can be worked out similarly, but the tables can also be interpreted directly to consider the estimated effect of a change in the level of a variable compared to the reference category. For example, all other things being equal, the estimate for being in a school with an Ofsted rating of ‘Outstanding’ has a fitted working hour that is 1.1 hours more than the reference category, a school rated ‘Good’. This is after the effects of all the other variables is taken into account by the statistical model.
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Teacher Workload Survey 2019

Teacher Workload Survey 2019

understanding of the questions and the consistency with which different questions were asked (a full explanation of these changes is provided in the technical report). Some of these changes were also designed to reduce the time needed to complete the survey, and could have influenced the responses respondents gave. The TWS 2019 research team also made efforts to minimise response bias, including not using the DfE logo in the survey and sharing a briefing document about the survey with stakeholders, for use in helping to raise awareness of the survey amongst members. This may have affected respondents’ survey experience. Some caution is therefore advised when interpreting the comparisons between the 2016 and 2019 surveys, due to small wording changes to the 2019 survey and efforts to minimise response bias, both of which may partly account for some differences between the two surveys.
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Teacher Workload Survey 2019

Teacher Workload Survey 2019

This research brief summarises the findings from the Teacher Workload Survey (TWS) 2019, which is a large-scale nationally representative survey of teachers, middle leaders and senior leaders, conducted over a three-week period in March 2019. The survey helps act as a national ‘barometer’ for teachers’, middle leaders’ and senior leaders’ working conditions and forms a key part of the Department for Education’s (DfE) commitment to improving the evidence base on what drives unnecessary teacher workload and what works to reduce it. This brief is accompanied by a full report and technical report.
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Technical Data Sheet March 2018

Technical Data Sheet March 2018

Electrostatic additive – CT Topcoat is a paint resistivity adjuster especially designed to reduce ready for use resistivity of Turbo Vision Premium High Flow 2-pack EHS Topcoat when s[r]

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Accessibility Plan April March 2018

Accessibility Plan April March 2018

Care plan Director of Studies Reviewed termly Effective forward planning in place to ensure child has full access to all activities.. To manage the care of a pupil with.[r]

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Europeans and the ECU. The European Omnibus Survey. X/308/85-EN, November 1985

Europeans and the ECU. The European Omnibus Survey. X/308/85-EN, November 1985

-12- Question And would you be for, against or not mind either way if9 as well as the existing national currencies, we could freely use a European currency which would be accepted in all[r]

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COGNITIVE STRUCTURES OF MUSIC TEACHER CANDIDATES ABOUT “VOICE TRAINING”

COGNITIVE STRUCTURES OF MUSIC TEACHER CANDIDATES ABOUT “VOICE TRAINING”

According to Çevik (2013), the principles of voice training are listed as follows: In addition to inculcating breathing habits in the individual, a consciousness towards vigilance, relaxation and awakening, as required for accurately and sounded with clarity, then enlarged by sending it to the appropriate resonance zones to strengthen and enrich it in terms of its tonal naturality, wherefore it would then be expected to gain a smooth-aesthetic quality. A person should be cultivated with the ability to speak the language loudly, clearly and understandably, and also must be increased in skill with good articulation, diction, eloquence, and expressive intonation for singing. An individual's existing musical sensitivity should be improved in so far as effective voice-interpreting skills are possible to attain. The individual should be informed about the organs that are functional in voice production, recognize their respective roles, and achieve the coordination between these organs as well as learning about their health protection.
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