Code for all partners (1 = UCAM = United Kingdom, 2 = NOVA = Portugal, 3 = HUJI = Israel, 4 = UBER = Germany
Participant Number for combining the four surveys
Respondent-Generated-Personal-Code 1: First letter of your first name (e.g., Tony = T or Claire-Anne = C)
Respondent-Generated-Personal-Code 2: Number of your birthday (e.g., November 27th = 27 or March 3rd = 03)
Respondent-Generated-Personal-Code 3: First letter of the city you were born (e.g., London = L or Torquay = T)
Last number of your personal mobile phone number (e.g., 01632 960371 = 1 or 01632 960627 = 7)
Colleagues' experience with DIALLS
Teaching Experience in general
How would you rate your level of expertise when it comes to cultural literacy as defined by DIALLS (attitudes and skills that people need to get along with each other in everyday living, such as being emphatic for others^ cultural identity)?
How would you rate your level of expertise when it comes to dialogue and argumentation in class as defined by DIALLS (e.g., students having discussions where they interactively respond to each other)?
How would you rate your level of expertise when it comes to mediating wordless films in your classroom?
PD Material Cultural Literacy application 1: I need additional support to be able to use the PD material about cultural literacy.
PD Material Cultural Literacy application 2: I can apply the knowledge I gained from the PD material on cultural literacy in my classroom without any problems (e.g., discuss cultural topics from the DIALLS wheel with my students).
PD Material Cultural Literacy application 3: With the help of the PD material about cultural literacy, I can engage with the topic ^cultural literacy"".
PD Material Cultural Literacy content 1: The information from the PD material about cultural literacy is a good preparation to promote cultural literacy in the classroom.
PD Material Cultural Literacy content 2: I feel that important information about cultural literacy was missing in the PD material about cultural literacy.
PD Material Cultural Literacy content 3: The PD material about cultural literacy includes information about the goals of DIALLS regarding cultural literacy.
PD Material Cultural Literacy design 1: The structure of the PD material about cultural literacy confuses me.
PD Material Cultural Literacy design 2: The PD material about cultural literacy looks appealing.
PD Material Cultural Literacy design 3: The design of the PD material about cultural literacy inspires me to engage with the topic ^cultural literacy"".
PD Material Cultural Literacy value 1: The PD material about cultural literacy is valuable for my students (e.g., they become aware of different cultural topics addressed in the material).
PD Material Cultural Literacy value 2: The PD material about cultural literacy is valuable for me from a professional perspective (e.g., I know how to promote cultural literacy in the classroom).
PD Material Cultural Literacy value 3: The PD material about cultural literacy encourages me to promote my students^ cultural literacy in the long run.
PD Material Dialogue and Argumentation application 1: I need additional support to be able to use the PD material about dialogue and argumentation.
PD Material Dialogue and Argumentation application 2: I can apply the knowledge I gained from the PD material on dialogue and argumentation in my classroom (e.g., promote dialogue and argumentation in the classroom).
PD Material Dialogue and Argumentation application 3: With the help of the PD material about dialogue and argumentation, I can engage with the topics ^dialogue and argumentation"".
PD Material Dialogue and Argumentation content 1: The information from the PD material about dialogue and argumentation is helpful to promote dialogue and argumentation in the classroom.
PD Material Dialogue and Argumentation content 2: I feel that important information about dialogue and argumentation was missing in the PD material about dialogue and argumentation.
PD Material Dialogue and Argumentation content 3: The PD material about dialogue and argumentation includes information about the goals of DIALLS regarding dialogue and argumentation among students.
PD Material Dialogue and Argumentation design 1: The structure of the PD material about dialogue and argumentation confuses me.
PD Material Dialogue and Argumentation design 2: The PD material about dialogue and argumentation looks appealing.
PD Material Dialogue and Argumentation design 3: The design of the PD material about dialogue and argumentation inspires me to engage with the topic ^dialogue and argumentation"".
PD Material Dialogue and Argumentation value 1: The PD material about dialogue and argumentation is valuable for my students (e.g., they experience dialogic practices themselves).
PD Material Dialogue and Argumentation value 2: The PD material about dialogue and argumentation is valuable for me from a professional perspective (e.g., I know how to promote dialogue and argumentation in the classroom).
PD Material Dialogue and Argumentation value 3: The PD material about dialogue and argumentation encourages me to promote my students^ dialogue and argumentation skills in the long run.
PD Material Wordless Films application 1: I need additional support to be able to use the PD material about mediating wordless films.
PD Material Wordless Films application 2: I can apply the knowledge I gained from the PD material on mediating wordless films in my classroom without any problems (e.g., use wordless films as starting points for discussions).
PD Material Wordless Films application 3: With the help of the PD material about wordless films, I can actively engage with mediating wordless films in the classroom (and know, for example, about their potential).
PD Material Wordless Films content 1: The information from the PD material about mediating wordless films is a good preparation to mediate wordless films in the classroom.
PD Material Wordless Films content 2: I feel that important information about mediating wordless films was missing in the PD material about wordless films.
PD Material Wordless Films content 3: The PD material about wordless films includes information about what DIALLS expects from mediating wordless films in the classroom.
PD Material Wordless Films design 1: The structure of the PD material about mediating wordless films confuses me.
PD Material Wordless Films design 2: The PD material about mediating wordless films looks appealing.
PD Material Wordless Films design 3: The design of the PD material about wordless films inspires me to engage with mediating wordless films in the classroom.
PD Material Wordless Films value 1: The PD material about mediating wordless films is valuable for my students (e.g., they can easily access the topics).
PD Material Wordless Films value 2: The PD material about mediating wordless films is valuable for me from a professional perspective (e.g., I know how to start discussions based on wordless films).
PD Material Wordless Films value 3: The PD material about mediating wordless films encourages me to draw on wordless films again in the future.
PD Material Open Feedback: Finally, is there anything else about the PD materials that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
Lesson Plans application 1: I need additional support to be able to use the lesson prompts.
Lesson Plans application 2: I can successfully apply what I’ve learned from the lesson prompts in the classroom (e.g., stimulate dialogue among students by asking questions).
Lesson Plans application 3: I feel comfortable conducting a DIALLS lesson based on the lesson prompts.
Lesson Plans content 1: The ideas on how to plan a DIALLS lesson mentioned in the lesson prompts are appropriate (e.g. the suggestions for dialogue are helpful for discussing the cultural issues from the films).
Lesson Plans content 2: From looking at the lesson prompts, it is difficult for me to see which cultural themes are covered in the DIALLS lesson.
Lesson Plans content 3: The lesson prompts make clear the goals of each respective DIALLS lesson.
Lesson Plans design 1: The structure of the lesson prompts is confusing me.
Lesson Plans design 2: The lesson prompts look appealing.
Lesson Plans design 3: The design of the lesson prompts inspires me to engage in planning my DIALLS lessons.
Lesson Plans value 1: The lesson prompts are valuable for my students (e.g., through the suggestions for discussion they have learned to engage in an interactive dialogue on cultural topics).
Lesson Plans value 2: The lesson prompts are valuable for me from a professional perspective (e.g., I have a good foundation I can flexibly build on when planning my lessons).
Lesson Plans value 3: I want to apply my experiences working with the lesson prompts to my future teaching.
Lesson Plans Open Feedback: Finally, is there anything else about the lesson prompts that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
Age Group 1: Which age group(s) do you teach? (4 to 7 years)
Age Group 2: Which age group(s) do you teach? (8 to 11 years)
Age Group 3: Which age group(s) do you teach? (12 to 15 years)
4 to 7 years
8 to 11 years
12 to 15 years
How many students participated in DIALLS (estimated)?
How many DIALLS lessons have you taught (if more than one class took part, across all of them)?
Did you have the chance to use the SPCLL tools to assess or plan your DIALLS lessons in class?
SPCLL application 1: I need additional support to use the SPCLL.
SPCLL application 2: The Dialogue Progression Tool helps me to understand the different dimensions of dialogue as they are explained in the introduction, and how the dialogue indicators reflect the DIALLS dispositions of tolerance, empathy, and inclusion.
SPCLL application 3: The Cultural Learning Progression Tool helps me to pick up how different cultural themes might be discussed with older and younger children, and to guide the content of the discussions.
SPCLL design 1: The structure of the SPCLL is confusing for me.
SPCLL design 2: The SPCLL looks appealing.
SPCLL design 3: The SPCLL inspires me through its design to reflect on the dialogue and cultural learning progression of my students.
SPCLL value 1: The examples of the SPCLL enable me to reflect on my students^ learning journey during the course of the CLLP (e.g., they offer starting points to observe my students^ behaviour).
SPCLL value 2: The SPCLL is valuable for my students, as it makes it possible for me to react to my students^ developments in cultural literacy learning.
SPCLL value 3: The SPCLL encourages me to monitor the cultural literacy learning progress of my students in the long term.
SPCLL Dialogue Tool content 1: The Dialogue Progression Tool incorporates helpful indicators for discussions which I can build on to improve my students^ dialogue skills.
SPCLL Dialogue Tool content 2: The Dialogue Progression Tool gives relevant examples of children talking together at different stages of progression.
SPCLL Dialogue Tool content 3: The Dialogue Progression Tool displays what my group of students needs to learn next.
SPCLL Cultural Tool content 1: The Cultural Learning Progression Tool describes progression in cultural literacy and the knowledge, skills, and understanding that underpin it.
SPCLL Cultural Tool content 2: The Cultural Learning Progression Tool highlights how differently aged children may respond to the different cultural themes of DIALLS during their discussions.
SPCLL Cultural Tool content 3: The Cultural Learning Progression Tool gives examples for how cultural themes can be conceptualized in non-verbal expression (i.e., it gives examples for Cultural Artefacts related to the cultural themes of DIALLS).
SPCLL Open Feedback: Finally, is there anything else about the SPCLL that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
Which age group(s) do you teach? (4 to 7 years)
Which age group(s) do you teach? (8 to 11 years)
Which age group(s) do you teach? (12 to 15 years)
Discussion Forum experience 1: I read posts on online discussion areas on various topics.
Discussion Forum experience 2: I read articles in online discussion areas on educational topics (e.g., about teaching tips).
Discussion Forum experience 3: I actively participate with my own posts in online discussion areas on various topics.
Discussion Forum experience 4: I actively participate with my own posts in online discussion areas on educational topics (e.g., teaching tips).
Discussion Forum motivation 1: The exchange with other DIALLS teachers motivates me to take part in the discussion area.
Discussion Forum motivation 2: In the DIALLS discussion area, I want to get tips and support.
Discussion Forum motivation 3: I want to share my experiences with the DIALLS program with other teachers.
Discussion Forum participation 1: I often contribute to the DIALLS discussion area.
Discussion Forum participation 2: I often read the posts of others in the DIALLS discussion area.
Discussion Forum participation 3: I receive prompt answers to my questions in the DIALLS discussion area.
Discussion Forum participation 4: The exchange in the DIALLS discussion area enables me to formulate my contributions more constructively than in a personal dialogue.
Discussion Forum participation 5: The contributions in the DIALLS discussion area refer to each other.
Discussion Forum topic 1: The topics in the DIALLS discussion forum are helpful for dealing professionally with DIALLS.
Discussion Forum topic 2: I have the feeling that I can bring my own topics that were important to me into the DIALLS discussion forum.
Discussion Forum topic 3: The topics in the DIALLS discussion area are of no personal interest to me.
Discussion Forum value 1: In exchange with my DIALLS colleagues, I get ideas for my own teaching.
Discussion Forum value 2: The posts in the DIALLS discussion area can help me with solving problems.
Discussion Forum value 3: Because of the exchange with other DIALLS teachers, I can critically question my own teaching behavior.
Discussion Forum value 4: The DIALLS discussion area makes it possible to exchange different perspectives from teachers.
Discussion Forum value 5: Because of the DIALLS discussion area, I feel like a part of a DIALLS community.
Discussion Forum Open Feedback: Finally, is there anything else about the discussion forum that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
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re_SPCLLboth_app_1
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re_DA_app_1
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re_WF_app_1
re_WF_con_2
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Mean for Lesson Plan application subscale.
Mean for Lesson Plan content subscale.
Mean for Lesson Plan design subscale.
Mean for Lesson Plan value subscale.
Mean for Lesson Plan across all scales.
Mean for SPCLL application subscale.
Mean for SPCLL design subscale.
Mean for SPCLL value subscale.
Mean for SPCLL-Dialogue Learning Tool content subscale.
Mean for SPCLL-Cultural Learning Tool content subscale.
Mean for PD Material - Cultural Literacy application subscale.
Mean for PD Material - Cultural Literacy content subscale.
Mean for PD Material - Cultural Literacy design subscale.
Mean for PD Material - Cultural Literacy value subscale.
Mean for PD Material - Dialogue and Argumentation application subscale.
Mean for PD Material - Dialogue and Argumentation content subscale.
Mean for PD Material - Dialogue and Argumentation design subscale.
Mean for PD Material - Dialogue and Argumentation value subscale.
Mean for PD Material - Wordless Films application subscale.
Mean for PD Material - Wordless Films content subscale.
Mean for PD Material - Wordless Films design subscale.
Mean for PD Material - Wordless Films value subscale.
Mean for SPCLL across all scales.
Mean for PD Material - Cultural Literacy across all scales.
Mean for PD Material - Dialogue and Argumentation across all scales.
Mean for PD Material - Wordless Films across all scales.
Mean for Discussion Forum motivation subscale
Mean for Discussion Forum participation subscale
Mean for Discussion Forum topic subscale
Mean for Discussion Forum value subscale
Mean for Discussion Forum across all scales
Mean for PD Materials across all Materials