Evaluation - Scottish Screen

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THEME 2: MANAGEMENT OF THE M.I.E. INPUT 10. What support does the school provide to the MIE project? 11. What support is forthcoming from outside the school for the project, if any? 12. Does any specific staff development take place in relation to the MIE work? If so, please specify. 13. Are there any plans to involve other teachers in the school in MIE work? 14. Has there been any response from Highland Council to the project? If so, please specify. THEME 3: IMPROVEMENTS IN PUPIL ATTITUDE AND BEHAVIOUR 15. Have you been able to detect any impact on pupils’ communication, co-operation and behaviour at school that you feel you can attribute to the programme? 16. As appropriate: Do you think the transition from primary to secondary school was smoother for participating pupils as a result of the project? What impact, if any, do you think the project might have on transition from primary to secondary for participating pupils? 17. Have you detected a more creative approach to learning? Give examples. THEME 4: PERSPECTIVES ON MIE 18. Do you have any suggestions for improvements in the design and delivery of the project? 19. Do you feel that your teachers are adequately prepared to deliver the course? 20. What are your opinions about the sustainability and practical efficacy of the project? 21. An important aspect of the programme is the concept of critical connectedness (explain in as much detail as is required). Have you noticed any impact on teachers and pupils? 71
THEME 5: REFLECTION 22. What do you see as the main strengths so far with the M.I.E. project? 23. Does it have any shortcomings? 24. How might M.I.E. activities be sustained in your school in the future? Thank you for taking part. 72
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Evaluation of Scottish Screen’s M
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ACKNOWLEDGEMENTS The evaluators wis
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1.2 Executive Summary Research Ques
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How do teachers respond to the inpu
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een left vacant. In each of these o
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2.3 Cluster C (Early Years) In 2007
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The second significant aspect for i
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3.2 Design The literature reviews b
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pupils’ reactions to lead practit
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3.5 Data collection Data were colle
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In addition, the lead practitioner
Page 23 and 24: Impact of the programme on teaching
Page 25 and 26: Sustainability There was unanimous
Page 27 and 28: The lead practitioner employed a ra
Page 29 and 30: 4.4 Analysis of focus groups Respon
Page 31 and 32: Having undergone a considerably dif
Page 33 and 34: Impact and change in teaching and l
Page 35 and 36: Initial reaction to Scottish Screen
Page 37 and 38: One teacher summed up the spirit of
Page 39 and 40: Sustainability Agreement on the ben
Page 41 and 42: 6 FINDINGS FROM CLUSTER C 6.1 Lead
Page 43 and 44: On the downside, the technical dema
Page 45 and 46: Yes - it’s been good doing new th
Page 47 and 48: They (the children) have greater ow
Page 49 and 50: General observation This class had
Page 51 and 52: 7 ANALYSIS AND DISCUSSION 7.1 Analy
Page 53 and 54: All teachers and pupils reported on
Page 55 and 56: ‘champion’, the programme flour
Page 57 and 58: from the lead practitioners and dev
Page 59 and 60: REFERENCES bfi Education (2003) Loo
Page 61 and 62: Appendix 1 Example of 3 Weekly Plan
Page 63 and 64: demonstrate resilience Watch and di
Page 65 and 66: Section A: Interviewee’s initial
Page 67 and 68: Section E: Personal and professiona
Page 69 and 70: Section A: Interviewee’s initial
Page 71 and 72: Appendix 4 68
Page 73: THEME 1: IMPACT OF M.I.E. ON TEACHE
Page 77 and 78: University of Glasgow Faculty of Ed
Page 79 and 80: THEME 4: REFLECTION 16. What do you
Page 81 and 82: University of Glasgow Faculty of Ed
Page 87 and 88: THEME 3: Getting on at school • H
Page 89: Parents focus group themes 1. Aware
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Evaluation - Scottish Screen

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