Study title

Child-up: Survey for Teachers 2019

Dataset ID Number

FSD3439

Persistent identifiers

https://urn.fi/urn:nbn:fi:fsd:T-FSD3439
https://doi.org/10.60686/t-fsd3439

Data Type

Quantitative

Authors

• Kuusipalo, Paula (Seinäjoki University of Applied Sciences)
• Kinossalo, Maiju (Seinäjoki University of Applied Sciences)
• Sihto, Jaakko (Seinäjoki University of Applied Sciences)
• Tiilikka, Tiina (Seinäjoki University of Applied Sciences)
• Raziano, Alissia (Liège University)
• Drößler, Thomas (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Rohr, Margund K. (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Wächter, Franziska (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Amadasi, Sara (University of Modena and Reggio Emilia)
• Ballestri, Chiara (University of Modena and Reggio Emilia)
• Baraldi, Claudio (University of Modena and Reggio Emilia)
• Struzik, Justyna (Jagiellonian University in Krakow)
• Slusarczyk, Magdalena (Jagiellonian University in Krakow)
• Warat, Marta (Jagiellonian University in Krakow)
• Righard, Erica (Malmö University)
• Harju, Anne (Malmö University)
• Svensson Källberg, Petra (Malmö University)
• Frisch, Morten (Malmö University)
• Farini, Federico (University of Northampton)
• Murray, Jane (University of Northampton)
• Woodbridge-Dodd, Kim (University of Northampton)
• Prokopiou, Eva (University of Northampton)
• Scollan, Angela (University of Northampton)

Abstract

The survey charted the experiences of teachers in basic and pre-school education regarding cultural pluralism and supporting pupils/students with diverse backgrounds. The data were collected as part of the Child-up research project, which aims to enhance understanding on the experiences of migrant children, young people, and their guardians regarding school, pre-school, and educational communities, as well as the experiences of the professionals working with them. Data were collected in Finland, Belgium, Germany, Sweden, Italy, Poland, and Great Britain. The research project was funded by the European Union's Horizon 2020 research and innovation funding programme.

First, the teachers were asked how many pupils/students they had in their class who had an immigrant or refugee background or other special needs, as well as whether they had belonged to similar groups themselves as children. The support provided to pupils in these groups in the teacher's current school was examined. The respondents were also asked how they used linguistic resources in teaching (e.g. whether they used multiple languages in their class or encouraged the pupils to use their native language during breaks).

The next questions focused on the respondents' experiences of teacher-parent communication. The respondents were asked about the main communication channel they used with parents as well as how satisfied they were with teacher-parent communication in general. The main reasons for barriers and challenges in teacher-parent communication (e.g. lack of common language, lack of parental interest) were also surveyed. The teachers were asked whether they had encountered various situations, such as pupils facing unfamiliar situations and surroundings or having difficulties in expressing their opinions, in their class during the last school year, as well as how they had discovered these situations and with whom they had collaborated to cope with the situations (e.g. school management, parents). Teacher-pupil relationships and social relationships between classmates and teachers were also examined.

The professional expertise available to the respondents to support them in their work, such as psychologists, social workers, and interpreters/language mediators, was surveyed. The teachers were asked how well they thought they could, for example, cope with the challenges of a classroom, adapt to the cultural diversity of pupils/students, and reduce ethnic stereotyping amongst students. The respondents' teaching activities were also examined. Questions included, for example, whether the respondents supported the children's initiatives and allowed them to question their thoughts or decisions. Finally, the respondents' satisfaction with various aspects related to their work was charted, and their opinions were surveyed on several statements relating to e.g. cultural pluralism.

Background variables included the respondent's gender, work experience, education background, variety of language use at work, and the ISCED level of their current school/workplace.

Keywords

children; cultural pluralism; immigrants; lower secondary schools; participation; primary schools; schoolchildren; schools; social interaction; teacher-student relationship; teachers

Topic Classification

• Social sciences (Fields of Science Classification)
• Compulsory and pre-school education (CESSDA Topic Classification)
• Children (CESSDA Topic Classification)

Series

Individual datasets

Distributor

Finnish Social Science Data Archive

Access

The dataset is (B) available for research, teaching and study.

Data Collector

• Seinäjoki University of Applied Sciences
• Zentrum für Forschung, Weiterbildung und Beratung an der Dresden
• Liège University
• University of Modena and Reggio Emilia
• Jagiellonian University in Krakow
• University of Northampton
• Malmö University

Time Period Covered

2019

Collection Dates

2019-05-01 – 2019-11-30

Nation

Finland, Germany, Italy, Belgium, Sweden, Poland, Great Britain

Geographical Coverage

Finland, South Ostrobothnia, Pirkanmaa, Germany, Hamburg, Saxony, Sweden, Malmö, Belgium, Flanders, Wallonia, Italy, Modena, Reggio Emilia, Genoa, Poland, Kraków, Lublin Voivodeship, Great Britain, Barnet, Bromley, Merton

Analysis/Observation Unit Type

Individual

Universe

Teachers working in schools at four ISCED levels (ISCED0, ISCED1, ISCED2, ISCED3)

Time Method

Cross-section

Sampling Procedure

Non-probability: Purposive

The study included schools and educational institutions in specific regions that had been selected in advance. The sample was formed in collaboration with the researchers, schools/educational institutions, and contact persons.

Collection Mode

Self-administered questionnaire: Paper

Self-administered questionnaire: Web-based (CAWI)

Research Instrument

Structured questionnaire

Data File Language

Downloaded data package may contain different language versions of the same files.

The data files of this dataset are available in the following languages: English.

FSD translates quantitative data into English on request, free of charge. More information on ordering data translation.

Number of Cases and Variables

180 variables and 422 cases.

Data Version

1.0

Related Datasets

FSD3438 Child-up: Survey for Children in Pre-primary Education 2019

FSD3440 Child-up: Survey for Parents 2019

FSD3441 Child-up: Survey for Children and Young People 2019

FSD3442 Child-up: Survey for Social Workers 2019

FSD3443 Child-up: Survey for Interpreters 2019

FSD3672 Child-up: Interviews with Professionals Working with Children with Immigrant Backgrounds 2020-2021

Completeness of Data and Restrictions

To prevent identification of respondents, open-ended variables were not included in the archived data.

Some of the responses from Poland were left in separate variables because multiple-choice responses were coded into numerical values. Additional separate variables were created because some of the countries coded responses to certain questions as dichotomous (e.g. mentioned/not mentioned, allowing for multiple choice) whereas other countries coded the options as values of one variable (not allowing for multiple choice). More information on the national variations in the data can be found in the attached codebook of the research project. Not all variations were documented.

Due to ambiguity in the data, responses from Germany were removed from variables Q5, Q13 and Q15, and responses from Italy were removed from variables Q13 and Q15.

Weighting

There are no weight variables in the data.

Citation Requirement

The data and its creators shall be cited in all publications and presentations for which the data have been used. The bibliographic citation may be in the form suggested by the archive or in the form required by the publication.

Bibliographical Citation

Kuusipalo, Paula (Seinäjoki University of Applied Sciences) & Kinossalo, Maiju (Seinäjoki University of Applied Sciences) & Sihto, Jaakko (Seinäjoki University of Applied Sciences) & Tiilikka, Tiina (Seinäjoki University of Applied Sciences) & Raziano, Alissia (Liège University) & Drößler, Thomas (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden) & Rohr, Margund K. (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden) & Wächter, Franziska (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden) & Amadasi, Sara (University of Modena and Reggio Emilia) & Ballestri, Chiara (University of Modena and Reggio Emilia) & Baraldi, Claudio (University of Modena and Reggio Emilia) & Struzik, Justyna (Jagiellonian University in Krakow) & Slusarczyk, Magdalena (Jagiellonian University in Krakow) & Warat, Marta (Jagiellonian University in Krakow) & Righard, Erica (Malmö University) & Harju, Anne (Malmö University) & Svensson Källberg, Petra (Malmö University) & Frisch, Morten (Malmö University) & Farini, Federico (University of Northampton) & Murray, Jane (University of Northampton) & Woodbridge-Dodd, Kim (University of Northampton) & Prokopiou, Eva (University of Northampton) & Scollan, Angela (University of Northampton): Child-up: Survey for Teachers 2019 [dataset]. Version 1.0 (2021-12-17). Finnish Social Science Data Archive [distributor]. https://urn.fi/urn:nbn:fi:fsd:T-FSD3439

Deposit Requirement

Notify FSD of all publications where you have used the data by sending the citation information to user-services.fsd@tuni.fi.

Disclaimer

The original data creators and the archive bear no responsibility for any results or interpretations arising from the reuse of the data.

Related Publications

Kuusipalo, Paula & Hautamäki, Tiina & Baraldi, Claudio et. al. (2020) Milestone : MS10 Report on the analysis of quantitative data. Child-Up Consortium.

Kinossalo, M., Kuusipalo, P., Jousmäki, H., Hautamäki, T. & Sihto, J. 2020. Ajallisuus ja aineistojen keräämisen taito - kokemuksia kasvatusinstituutioiden kentältä. Teoksessa: M. Salminen-Tuomaala, J. Hallila, S. Saarikoski & T. Tapio (toim.) Tietoa, taitoa ja teknologiaa: kehittämispolkuja sosiaali- ja terveysalalla. Seinäjoki: Seinäjoen ammattikorkeakoulu. Seinäjoen ammattikorkeakoulun julkaisusarja B. Raportteja ja selvityksiä 157, 274-294. http://urn.fi/URN:NBN:fi-fe2020092575810

Kuusipalo Paula, Hautamäki Tiina & Baraldi Claudio (2020). Executive summary, quantitative analysis, Work package 4. Milestone MS10 Report on the analysis of the quantitative data. Child-Up Consortium 24.9.2020. Delivarable Responsible: Seinäjoki University of Applied Sciences (SeAMK). http://www.child-up.eu/wp-content/uploads/2020/10/CHILD-UP-Report-on-the-analysis-of-quantitative-data_FULL.pdf

Puustinen, Niina (2023). Opettajien työkokemuksen, monikielisyys- ja monikulttuurisuuskoulutuksen ja opetettavan ryhmän moninaisuuden yhteys monikielisyyden ja monikulttuurisuuden tutkimiseen. Erityispedagogiikan kandidaatintutkielma. Jyväskylä : Jyväskylän yliopisto.