Urgent custom essays
This was partly due to the cuts in the school funding in financial year 2003-4 reported by many coordinators.
Summary The objectives of Appendix 1 were to produce paraphrasing essay a cost-effectiveness analysis of the 12 LEAs involved in the EPD pilot and to consider the determinants of cost- effectiveness. For reasons associated with data quality and quantity, the results presented here should be interpreted with caution, particularly with respect to making comparisons between the 12 LEAs. For the first outcome measure, the LEAs achieved between 42 per cent and 90 per cent of the theoretical maximum cost-effectiveness ratio. This increased to a range of 53 per cent to 97 per cent for the second outcome measure. Four LEAs achieved relatively high cost-effectiveness ratios for both outcome measures, and three had relatively low cost-effectiveness ratios for both. An analysis of the potential determinants of the variations in cost-effectiveness did not reveal an overall determinant of cost-effectiveness.
This implies that it was the net effect of a combination of determinants that influenced the cost-effectiveness ratio achieved by each LEA. In addition, the results may have been affected by intangible determinants of cost-effectiveness, such as the way in which the scheme was marketed to teachers or the usefulness urgent custom essays of topics covered in training events. There was some evidence that the most cost-effective LEAs achieved both high effectiveness scores and relatively low costs.
This suggests that the amount of money spent on EPD was not the key determinant of effectiveness - what is important is how the money was managed and distributed. Thus, Appendix 1 needs to be read in conjunction with the detailed analysis set out in Parts three and four of this report, which highlight the determinants of the effectiveness of EPD. For all three years, the response rate was calculated after a number of withdrawals were made. These withdrawals included recipients of the questionnaire whom it later emerged had left the survey-sample schools, were not currently in school (e. Also removed from the sample were non-respondent mentors in two LEAs where mentoring was optional (for all teachers in one case and for third year teachers in the other).
In despatching the questionnaires, it was assumed that all EPD teachers in these authorities might have urgent custom essays a mentor. Consequently, a mentor questionnaire was sent out with every teacher questionnaire for the EPD teacher to pass on. However, the case-study fieldwork confirmed that, because mentors were not compulsory, minimal numbers were involved.
Hence, this was accounted for in the response rate. As with the EPD sample, this response rate was calculated after a number of withdrawals were made, including incidences where the recipient had left or had never worked at the school, was absent from school (maternity leave, sickness) or was not a second or third year teacher.
At secondary level, the top urgent custom essays five were sciences (17 per cent), English, languages, RE and PE. Year group The primary sample included teachers of all year groups, with the highest proportions taking Year 1 (25 per cent) or Year 4 (22 per cent). Around 10 per cent each were teaching Year 2 or Year 6. Roles in school There was a significant difference between primary and secondary teacher respondents in terms of the additional duties they performed in their second year of teaching.
Eighty-eight per cent of the primary teachers compared with 51 per cent of the secondary teacher sample held an area of responsibility in school other than their classroom teaching. For 90 per cent of these primary teachers, this involved the coordination of a subject area. However, the most commonly undertaken (by 26 per cent of those stating they held additional duties) involved a particular responsibility within a subject area e. Phase of school Year of teaching Gender Ethnicity Age ITT Subject specialism Year group Roles in school 589 taught the primary age range (50 per cent), 590 were secondary teachers (50 per cent) and ten (1 per cent) worked in SEN schools or PRUs. Overall, 76 per cent were female (88 per cent of teacher respondents from primary schools and 66 per cent from secondary schools were women). Predominately white (91 per cent), with small numbers of Black African, Black Caribbean, Indian, Bangladeshi, Pakistani and Chinese. Probably because of the inclusion of third year teachers, the EPD teacher sample was older, on average, in the second year of the evaluation compared with the first.