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Better Behaviour in Scottish Schools: Policy Update 2004
Annex A: Sources of Evidence for this Report
This picture of behaviour in Scottish schools draws on survey evidence and research findings available in 2004 and reports on surveys conducted between 2000 and 2004.
The limits of the current picture must be understood. Advances in authorities' collection of data and in the Scottish Executive national collation of data through the ScotXEd partnership have prompted revision of definitions and expanded the breadth of the data collected in some policy areas, such as Attendance and Absence data, although comparison between years is not always possible. Examination of some data collections over the years has shown wide variations in reporting by schools and authorities, as in the case of 'incidents of violence against teachers' 5. Wider sources of evidence must be used on which to base policies promoting positive behaviour in schools.
The current picture is also limited by the emphasis given to gathering evidence of negative behaviour. The outcomes of schools' work on developing children's citizenship, social skills and personal responsibility are difficult to measure, and the easier and more high profile measures of negative behaviour must not be viewed as representing the absence of these more positive outcomes. The more negative emphasis of the evidence from the range of survey findings presented here is balanced by an analysis of the progress reports from education authorities to the Scottish Executive, in which they describe schools' achievements on the National Priorities in Education, including 'Inclusion and Equality' and 'Values and Citizenship'. Information on authority progress in these areas should be developed to ensure a more rounded picture of behaviour in schools is available.
The following surveys and sources of information have contributed to this thematic report:
The 2004 Survey
This Survey of Teachers' and Headteachers' Perceptions of Indiscipline in Scottish Schools was commissioned by the Scottish Executive from Moray House School of Education in Edinburgh University. The survey employed a methodology previously used in surveys in 1990 and 1996, using as far as possible the same sample of schools. 1227 teachers from x secondary schools and 278 primary schools responded, and headteachers from 274 secondary schools and 286 primary schools from across Scotland.
The full report is also published. The full report examines the data and compares it to the survey data from 1990 and 1996. This thematic report uses the data to describe the current picture in 2004 only, and also refers to some data from the survey not reported in the Edinburgh University study. For the full report - www.scotland.gov.uk/library5/education/discss.pdf and summary - www.scotland.gov.uk/library5/education/ins15-00.asp
PISA
Programme for International Student Assessment (PISA) is run by the OECD and is a 3-yearly survey that seeks to measure how well students, at age 15, demonstrate the knowledge and skills required in today's knowledge societies. It also collects data on student, family and institutional factors that can help explain differences in performance. PISA 2000 (the study from which the results used in this report are drawn) was conducted in 32 countries (including 28 OECD member countries). In Scotland, PISA 2000 was conducted in 99 secondary schools (sampled to be nationally representative). Over 2,500 15 year old students were drawn randomly from these schools. Most of the student sample were in S4 and some were in S5. For further information about PISA and its outputs see www.pisa.oecd.org.
PIRLS
Progress in International Reading Literacy Study (PIRLS) is run by the International Association for the Evaluation of Educational Achievement (IEA). It measures reading literacy achievement of 4 th grade pupils (ages 9 and 10) and gathers information about home and school factors associated with learning to read. The study is to be run every 5 years and in the first, in 2001, 35 countries took part. Because our pupils begin school earlier than those of many other countries, it was agreed that primary 5 pupils should be tested in Scotland to ensure that subjects were of the appropriate age. (The same is also true for England.) The survey was undertaken in Spring 2001. In Scotland, a sample of 118 nationally representative primary schools were selected to take part in the study and one P5 class within each school was then randomly selected to take the tests and respond to the questionnaires. For more information about PIRLS, see www.pirls.org
HBSC
The Health Behaviours in School-Aged Children Survey (HBSC) is an international survey supported by World Health Organisation and the EU. It is conducted by a network of researchers from 36 countries led by University of Edinburgh. Surveys are carried out at 4 year intervals with the next survey due in 2005/06. The method of administration is a self-completion questionnaire administered by school teachers to a sample of about 1,500, 11, 13, and 15 year olds. The study aims to gain new insight into, and increase understanding of, young people's health and well-being, health behaviours and their social context.
Scottish Executive Collection of Exclusion Statistics
This is an annual collection, carried out since 1998/99. Information is provided by local authorities on the number, type, length and reason for all exclusions from local authority schools, together with information on gender, age, ethnicity and other characteristics of the pupils. School level information has not been collected, but from 2003/04 information is being collected at pupil level allowing more detailed analysis.
SSLS
The Scottish School Leavers Survey (SSLS) is a longitudinal survey commissioned by The Scottish Executive and managed within The Education Department. It tracks cohorts of young people from a sampling frame at S4 though to the age of 23-24. The initial sample size (at S4) is approximately 12,000 (reducing with each survey due to attrition). The method of administration is a self-completion questionnaire sent out to the young person's home address. Currently, the subjects are surveyed at ages 16/17, 18/19, 21/22 and 23/24 years. In the first of the four surveys, questions are asked of pupils' perceptions of school (on buildings, teachers, other pupils etc.) as well as on qualifications and achievements. Subsequent surveys track young people's transitions to higher and further education and work.
Scottish Executive Connect Report
This report draws together reports from all 32 Scottish education authorities in 2003 on their progress on implementing Better Behaviour - Better Learning, the Scottish Executive's policy framework for promoting positive behaviour in schools. Authorities responded in a structured reporting format in which they reported on each of the 36 recommendations of Better Behaviour - Better Learning. The Connect Report provides a national picture of progress on implementation of each recommendation and examples of good practice being developed in education authorities. For further info see www.scotland.gov.uk/library5/education/cbbbl-00.asp
Her Majesty's Inspectorate of Education (HMIE)
HMIE plays an important role in monitoring standards and progress in Scottish schools. Using evidence from inspections, HMIE is able to make reports providing a national overview of specific issues in education. For the purposes of this report we refer to the findings of inspection reports between 2002 and 2004. HMIE also provided data collated from pre-inspection questionnaires of pupils and school staff.
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