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Evaluation of the SchoolsOutGlasgow.net project - Final Report
APPENDIX A: EXEMPLARS OF QUESTIONS INFORMING INTERVIEW GUIDES
EVALUATION OF SchoolsOutGlasgow.net project 2003.
Appropriately nuanced interview guides were drawn up for qualitative interviews with each stakeholder group. The following examples indicate the range of questions covered by the evaluators.
SchoolsOutGlasgow.net team
- Teachers' professional background?
- When appointed and by whom?
- What did the team consider to be the main aims and objectives of their working with pupils in the project?
- What was the teams' main way of communicating with pupils and their parents?
Pupils/parents - involved in 1st session & 2nd session
- How many pupils joined the project in total?
- How many pupils worked online as envisaged by the Scottish Executive?
- With or without online facilities, how many remained on the project?
- Where did pupils go when they left the project?
- What reasons were given for leaving before the expected date?
- Did the team think they were able to help pupils develop self-esteem?
- In what ways did the team attempt to help pupils to develop self-esteem?
- In what ways was self-esteem achieved?
- Were the team able to facilitate social face-to-face meetings between the pupils on the project?
- How important a feature of the project was this in practice?
- Did pupils achieve the learning experiences they were led to expect?
- To what extent did pupils achieve their learning outcomes?
Schools how/who refers the pupils?
- How were schools alerted to the project?
- Has this pattern changed over time?
- What were the schools expected to provide? Email? Learning materials? Teacher input for specialist subjects?
- To what extent did schools live up to the teams expectations of them?
- What costs are schools expected to contribute to the project?
- What mechanisms exist for transference of fees from Secondary school to the project?
- What actual payments are made and how many of them? For the first session? For the second session?
Others sources of pupil referrals
- Did other agencies refer pupils to the project?
- Has that pattern changed across time?
- What were these agencies expected to provide?
- How was email provided for these pupils? Learning materials? Professional input for specialist subjects?
- In these cases, were formal or informal connections made between the agency and a pupil's last school?
- In these cases, to whom would a pupil's final formal report be sent for example?
- Do pupils require interagency working to support them while on the project?
- Is this sufficiently well and appropriately developed?
Development of SchoolsOutGlasgow.net
In the light of the team members' experiences on the project:
- How did the team develop their understandings and criticisms of the projects' aims and objectives?
- Was an everyday approach to pedagogy for online learning agreed among the team?
- Has online learning been appropriate for all pupils?
- What pedagogy was adopted in the absence of online learning?
- Where did materials come from?
- How were they delivered to pupils?
- Was the quality of learning on the project better than was on offer to the pupil prior to their joining the project?
- Did the team's approach to pedagogy in general undergo any significant changes?
- Have the team been offered any formal mechanisms for feed back of reflections on their practice?
L&T Scotland
What support did the team expect L&T Scotland to contribute towards the project? To what extent were these expectations met?
- What materials and support did the project members expect to receive from L&T Scotland
- What materials and support were received from L&T Scotland?
- Were requests for teaching materials from L&T Scotland delivered promptly?
- Were the materials and forms of support adequate and appropriate for meeting a pupil's learning needs?
- Were other sources of materials accessed by the team to meet pupils learning needs?
- What kinds of materials were they?
Colleges
- How did colleges come to be involved in SchoolsOutGlasgow.net?
- In what ways has the relationship with colleges changed?
- What kinds of courses and materials did they provide?
- Were pupils/parents responsive to colleges' initiatives?
- Are there further courses that could be developed in partnership with the colleges or other agencies?
Relationship between SchoolsOutGlasgow.net & Primary School where it is based
- What kinds of formal and informal links were made between the project and the school in which it was physically based?
MITEL
Was provision of the following made promptly?
- computers
- printers
- keyboards
- networks
What were the main technological difficulties that pupils experienced?
What were the main technological difficulties that staff experienced?
NTL
To what extent were connections between pupils and the project achieved?
In those cases where online connections were achieved, were the connections consistently effective:
- between a pupil and the project team members
- between pupils?
- between pupils and the Internet?
EdICT
To what extent did EdICT personnel offer and develop the technical support for the project?
What kinds of difficulties did EdICT face in achieving these objectives?
Did EdICT personnel respond promptly to pupils' requests for help with technical problems?
GCC
- In practice, what were the main expectations that the team had of the GCC?
- To what extent were these expectations met?
- What suggestions do the team think are important to flag up to the GCC for implementing further expansion of the SchoolsOutGlasgow project within Glasgow?
Scottish Executive
What important suggestions would the team like the evaluation to flag up to the Scottish Executive to assist them in their deliberations for rolling out the SchoolsOutGlasgow's project in other Scottish authorities?
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