PARTE I MARCO TEÓRICO Y METODOLÓGICO
3. PROPUESTAS METODOLÓGICAS PARA LA INVESTIGACIÓN EN HISTORIA DE
3.1. Definiciones y evolución de los modelos y perspectivas de la historia de la
3.1.2 Géneros no literarios, fuentes y formatos alternativos
In order to ensure content validity in the teacher and pupil questionnaires, most of the items were taken unchanged from previously validated instruments. Some were slightly altered, and a few were developed by the researcher herself to serve the purpose of this study. A meticulous review of most of the published work of relevance to researcher’s aims was scrutinised in order to ensure that all key themes identified in the literature were covered. Table 3.3 presents the major themes covered, in accordance with the literature review, the statements used, and the sources that items were taken from.
Table 3.3 Themes, Statements and Sources of Questionnaire Items
Theme Statement Sources of
questionnaire items* Sense of School Belonging
Scale
Liking I like school U: Archambault et al.
(2009) Participation in
activities
I like to take part in lots of school organised activities (i.e. clubs, teams).
A: Lohmeier & Lee (2011)
I like to part in class discussions and activities.
U: Murray and Greenberg (2001) I like to participate in student
council (or student body).
New
Liking in expressing opinion
I like to express my opinion/ ideas in the classroom.
A: Cemalcilar (2010)
Equality I feel I am an equal member of the school community.
New
Students’ value of school
School is a waste of time U: Smith (2006) School teaches me things that
will help me in later life
U: Smith (2006)
Working hard at school is important to me.
U: Smith (2006)
School Ethos Scale
Consistency All my teachers reward my good behaviour in the same way.
A: Hatton (2013)
All my teachers punish my bad behaviour in the same way.
A: Hatton (2013)
Clarity All pupils in this school understand how they are expected to behave.
I have a clear understanding of the behaviour that will get me into trouble.
A: Hatton (2013)
I have a clear understanding of the behaviour that will get me a reward.
A: Hatton (2013)
Fairness in school rules
Rules in this school applied equally to all pupils.
A: Hatton (2013)
School’s values of students
My needs are met in this school. A: Hatton (2013)
Access in decision making
Teacher and pupils plan things together in this school.
U: Battistich et al. (2004)
There is a student council (or student body) here where I can decide on some really important things that go on in this school.
A: Battistich et al. (2004)
I have the chance to start up my own clubs in this school.
U: Battistich et al. (2004)
School
encouragement
In this school, I am encouraged to take part in class discussions and activities just like other pupils.
New
Encouragement from others
In class, I am encouraged to ask questions when I don’t
understand something in the material we are studying.
A: Ma (2003)
In lessons, I am often encouraged to work with other pupils in pairs and small groups.
A: Booth and Ainscow (2002)
Praise students’ academic attainment
In this school, teachers only care about the clever pupils.
A: Roeser, Midgley and Urdan (1996)
Praise students’ academic effort
In this school, teachers praise my effort not the marks I receive.
A: Reschly and Christenson (2006)
Access to equal opportunity.
My school helps me to be the best I can be.
New
In the classroom, teachers try to meet the learning needs of all pupils by helping them learn in different ways.
New
Social Relations Scale
Relations with teachers
Students’ beliefs about teachers
I like my teacher this year. U: Murray and Greenberg (2011) My teachers are impatient
towards me.
A: Cemalcilar (2010)
My teachers are supportive when I don’t understand something in the lesson.
A: Lohmeier & Lee (2011)
Students’ behaviour toward teachers
Behaving badly is a way to show my teachers I don’t understand.
New
I listen carefully to what my teachers say to me.
A: Reschly and Cristenson (2006) Students’ perspectives about teachers’ beliefs about them
My teachers think I am not clever.
New
My teachers think I am a troublemaker.
U: Smith (2006)
My teachers respect me for what I am. A: Goodenow (1993) Students’ perspectives about teachers’ behaviour towards them
My teachers ignore me in class. A: Murray and Greenberg (2011)
Relations with pupils
Students’ beliefs about peers
I have a close friend in this school whom I can trust.
New
Pupils in this school are impatient towards me.
Pupils in this school are very friendly.
A: Goodenow (1993)
It’s hard for me to make friends in this school.
A: Ma (2003)
Students’ behaviour toward teachers
I ignore most of the pupils in this school.
New
I am nice to most pupils in this school. New Students’ perspectives about teachers’ beliefs about them
Pupils think of me as not fitting in with any group.
A: Smerton (2002)
My classmates think I am not clever. New Students’ perspectives about teachers’ behaviour towards them
My classmates help me in class when I am stuck with my work.
U: Booth and Ainscow (2002)
My classmates ignore me. U: Lohmeier and Lee (2011)
*Note U: means that the item was taken unchanged, A: the item was slightly altered, New: the item has been
developed by the researcher.
The items measuring pupils’ relations with their TA were taken from the same sources used for measuring pupil-to-teacher relations, and adjusted for the purpose of this study. What is more, the ethos questionnaire for educational staff is an adjusted version of school ethos for pupils and thus, there is no need to present again the sources of the questionnaire items.