England's VITAE project investigated factors influencing teacher effectiveness over a three-year period from 2001 to 2005. The research, commissioned by the DfES and led by Christopher Day at the University of Nottingham, involved primary and secondary teachers of varying age and experience across a range of schools. It examined the interplay between teachers' professional and personal lives and their impact on pupil attainment during a period of significant educational policy change.
Use Cases
- Modeling teacher career trajectories based on longitudinal data collection over three years.
- Analyzing the relationship between policy changes and teacher effectiveness mentioned in the description.
- Investigating correlations between teachers' personal lives and professional outcomes as described in the project scope.
Strengths
- Longitudinal design tracking teachers over a three-year period.
- Internationally unique scope covering both primary and secondary teachers of different ages and experience.
- Research conducted during a defined period of major policy changes (2001-2005), providing temporal context.
Limitations
- Row count and column-level documentation are unknown, which may limit suitability assessment.
- Last update date is unknown; freshness unverified.
- Data may reflect geographic and temporal bias specific to England in the early 2000s.
Provenance
- Source
- University of Nottingham, Christopher Day
- Collection Method
- Commissioned research project by the DfES (Department for Education and Skills).
- Time Range
- 2001-2005
- Freshness
- Last updated is unknown.
- Geography
- England