An IERI – International Educational Research Institute Journal
Name | Label | Variables used in standard model | Variables used in country-specific models | ||||
---|---|---|---|---|---|---|---|
Belgium (French) | England | Netherlands | Northern Ireland | Norway | |||
ACBG02 | What is the total enrollment of <fourth-grade> students in your school as of <first day of month PIRLS/TIMSS testing begins, 2010/2011>? | X | |||||
ACBG03A | Approximately what percentages of students in your school have the following backgrounds? (Come from economically affluent homes) | X | X | X | |||
ACBG03B | Approximately what percentages of students in your school have the following backgrounds? (Come from economically disadvantaged homes) | X | X | X | |||
ACBG04 | Approximately what percentages of students in your school have <language of test> as their native language? | X | |||||
ACBG05A | How many people live in the city, town, or area where your school is located? | X | X | ||||
ACBG05C | Which best characterizes the average income level of the school’s immediate area? | X | X | ||||
ACBG06A | How many days per year is your school open for instruction? | X | X | ||||
ACBG06BA | What is the total instructional time, excluding breaks, in a typical day? | X | |||||
ACBG09B | Approximately how many titles of magazines and other periodicals does your school library have? | X | |||||
ACBG10AD | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (General School Resources: Heating/cooling and lighting systems) | X | |||||
ACBG10AF | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (General School Resources: Technologically competent staff) | X | |||||
ACBG10AG | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (General School Resources: Computers for instruction) | X | |||||
ACBG10BD | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (Audio-visual resources for reading instruction) | X | |||||
ACBG10CA | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (Teachers with a specialization in mathematics) | X | |||||
ACBG10CB | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (Computer software for mathematics instruction) | X | |||||
ACBG10CC | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (Library materials relevant to mathematics instruction) | X | |||||
ACBG10CE | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (Calculators for mathematics instruction) | X | |||||
ACBG10DA | How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? (Teachers with a specialization in science) | X | |||||
ACBG11AA | How often does your school do the following for parents concerning individual students? (Inform parents about their child’s learning progress) | X | X | ||||
ACBG11AB | How often does your school do the following for parents concerning individual students? (Inform parents about the behavior and well-being of their child at school) | X | |||||
ACBG11AC | How often does your school do the following for parents concerning individual students? (Discuss parents’ concerns or wishes about their child’s learning) | X | |||||
ACBG11BA | How often does your school ask parents to do the following? (Volunteer for school projects, programs, and trips) | X | X | ||||
ACBG11BB | How often does your school ask parents to do the following? (Serve on school committees) | X | |||||
ACBG11CB | How often does your school do the following for parents in general? (Inform parents about school accomplishments (e.g., tournament results, facility improvements)) | X | X | ||||
ACBG11CC | How often does your school do the following for parents in general? (Inform parents about the educational goals and pedagogic principles of the school) | X | |||||
ACBG12B | How would you characterize each of the following within your school? (Teachers’ understanding of the school’s curricular goals) | X | |||||
ACBG12D | How would you characterize each of the following within your school? (Teachers’ expectations for student achievement) | X | |||||
ACBG12E | How would you characterize each of the following within your school? (Parental support for student achievement) | X | |||||
ACBG12F | How would you characterize each of the following within your school? (Parental involvement in school activities) | X | |||||
ACBG12G | How would you characterize each of the following within your school? (Students’ regard for school property) | X | X | ||||
ACBG12H | How would you characterize each of the following within your school? (Students’ desire to do well at school) | X | X | X | |||
ACBG13AA | To what degree is each of the following a problem among <fourth-grade> students in your school? (Arriving late at school) | X | |||||
ACBG13AB | To what degree is each of the following a problem among <fourth-grade> students in your school? (Unjustified absenteeism) | X | |||||
ACBG13AC | To what degree is each of the following a problem among <fourth-grade> students in your school? (Classroom disturbance) | X | |||||
ACBG13AJ | To what degree is each of the following a problem among <fourth-grade> students in your school? (Intimidation or verbal abuse of teachers or staff (including texting, emailing, etc.)) | X | |||||
ACBG13BB | To what degree is each of the following a problem among teachers in your school? (Absenteeism) | X | |||||
ACBG14A | In your school, are any of the following used to evaluate the practice of <fourth-grade> teachers? (Observations by the principal or senior staff) | X | X | ||||
ACBG14C | In your school, are any of the following used to evaluate the practice of <fourth-grade> teachers? (Student achievement) | X | |||||
ACBG15C | During the past year, approximately how much time have you spent on the following school leadership activities in your role as a school principal? (Monitoring teachers’ implementation of the school’s educational goals in their teaching) | X | |||||
ACBG15D | During the past year, approximately how much time have you spent on the following school leadership activities in your role as a school principal? (Monitoring students’ learning progress to ensure that the school’s educational goals are reached) | X | |||||
ACBG15G | During the past year, approximately how much time have you spent on the following school leadership activities in your role as a school principal? (Addressing disruptive student behavior) | X | |||||
ACBG15H | During the past year, approximately how much time have you spent on the following school leadership activities in your role as a school principal? (Creating a climate of trust among teachers) | X | X | ||||
ACBG15K | During the past year, approximately how much time have you spent on the following school leadership activities in your role as a school principal? (Visiting other schools or attending educational conferences for new ideas) | X | X | ||||
ACBG16A | About how many of the students in your school can do the following when they begin primary/elementary school? (Recognize most of the letters of the alphabet) | X | |||||
ACBG16B | About how many of the students in your school can do the following when they begin primary/elementary school? (Read some words) | X | |||||
ACBG17G | At which grade do the following reading skills and strategies first receive a major emphasis in instruction in your school? (Identifying the main idea of a text) | X | |||||
ACBG17N | At which grade do the following reading skills and strategies first receive a major emphasis in instruction in your school? (Determining the author’s perspective or intention) | X | |||||
ACBG18C | Compared with other areas of the curriculum (e.g., mathematics and science), how much emphasis does your school place on teaching the following language and literacy skills to students in <grades 1–4>? (Speaking/listening (oral language) | X | |||||
ACBG19 | For students in <fourth grade> and below, does your school make provisions for reading instruction in mother tongue for students whose mother tongue is not <language of test>? | X | X |