Office use only
Teacher
Questionnaire
2000-2001
This questionnaire is for all teachers in the school. We are
interested in learning about teachers' work both in and out
of the classroom and their involvement in school
improvement efforts.
Your responses are voluntary and confidential. If there is
a question you do not wish to answer, simply skip it. We
hope you will answer as many questions as possible. No
individual teachers or their schools will be identified in
any reports.
Place teacher label here
Do NOT put barcode label here
Please return your completed questionnaire
in the enclosed envelope to:
The Study of Instructional Improvement
Survey Services Lab
University of Michigan
426 Thompson Street
Ann Arbor, MI 48106-1248
If you have any questions, please feel free to
call our toll-free number at: 1-877-397-2374
The Regents of the University of Michigan 2000
Do not circulate or cite without permission from the Study of Instructional Improvement.
ï›™
2001
44573
Please use a No. 2 pencil only
Erase unwanted marks completely
Make no stray marks
Mark only one response to a question,
unless other directions are given
- 2 -
Marking Instructions
Incorrect Marks:
Correct Marks:
Place barcode label here
Thanks again for completing this questionnaire.
Y
our help is greatly appreciated.
Please place this questionnaire in the postage paid envelope provided
and mail to the address on the envelope.
44573
- 26 -
1. Please indicate the extent to which you agree or disagree
with the following statements about the school in which
you work. Mark (X) EACH item.
- 3 -
Your Perspective on the School
2. How many teachers in this school:
Mark (X) EACH item.
Take responsibility for improving the overall
q
ualit
y
of teachin
g
in the school
Help maintain positive student behavior in the
e
n
t
ir
e
sc
h
oo
l
Take responsibility for helping one another do well
Teachers in this school think it's important that all students do
well in their classes
None
Less
than
half
About
half
Most
Nearly
All
Teachers at this school respect colleagues who are
expert in their craft
Teachers in this school trust each other
Teachers in this school really care about each other
Teachers respect other teachers who take the lead in
school improvement efforts
Many teachers openly express their professional views
at faculty meetings
Teachers in this school are willing to question one
another's views on issues of teaching and learning
We do a good job of talking through views, opinions,
and values
Teachers are expected to continually learn and seek out
new ideas in this school
Teachers are encouraged to experiment in their
classrooms in this school
Teachers are encouraged to take risks in order to
improve their teaching
Teachers in this school expect students to complete every
assignment
Teachers in this school encourage students to keep trying
even when the work is challenging
Teachers in this school set high expectations for academic
work
Strongly
Disagree
Disagree Agree
Strongly
Agree
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3. Please indicate the extent to which you agree or
disagree with the following statements.
Mark (X) EACH item.
Policies about how I should teach are often contradictory
I often have difficulty choosing what to do in my
classroom out of all the options I hear about
Out of all the information about teaching I receive, I am
often unsure about how to prioritize things
Overall, the instructional policies I am supposed to
follow in my classroom seem inconsistent
5. Do you teach reading as part of your assignment?
Mark (X) one box.
Strongly
Disagree
Disagree Agree
Strongly
Agree
66. About how many undergraduate or
graduate level classes have you taken at a
college or university in the following
areas? Mark (X) EACH item.
English or a related language arts field
Methods of teaching reading, English, and/or
language arts
Mathematics
Methods of teaching mathematics
67. Over the past 5 years, about how many hours of
non-university based professional development
programming have you had that covered
curriculum, assessment, teaching, strategies,
and ways students learn in the field of:
Mark (X) EACH item.
Reading/language arts
Mathematics
Thank you for taking the time to complete this questionnaire.
We greatly appreciate your contribution to the study.
Comments:
If there is anything else you would like to tell us about this study, or about your work in this school,
please enter your comments here.
Yes
No
Continue with the "Reading/Language Arts Instruction" section on page 5
Skip to the "Mathematics Instruction" section on page 12
None
1-3
classes
4-6
classes
7-9
classes
11-15
classes
16 or more
classes
None
1-5
hours
6-10
hours
11-15
hours
16 or more
hours
4. Please indicate the extent to which you agree or
disagree with the following statements.
Mark (X) EACH item.
Strongly
Disagree
Disagree Agree
Strongly
Agree
I have detailed knowledge of the content covered and
instructional methods used by other teachers at this school
When I begin working with a new group of students, I have
detailed knowledge of what those students learned previousl
y
It's easy for other teachers in this school to know what
students learned in my class
I frequently plan and coordinate instruction with my students'
other teachers
In this school, teachers who work with students at the same
achievement level use similar methods and cover the same
content
Students at this school are expected to master the content
they are working on before moving to new topics
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61. How many years have you worked as a teacher? Record whole years, not fractions or months.
Round up to the nearest whole number and include the current school year. Print number of years in the boxes.
62. How many years have you taught at THIS school? Record whole years, not fractions or months.
Round up to the nearest whole number and include the current school year. Print number of years in the boxes.
63. What was your undergraduate major field of study? Mark (X) ONE box.
64. What was your major field of study for your highest graduate
degree?
(For example, masters degree or Ph.D.) Mark (X) ONE box.
65. What type of teaching certification do you hold from the state where you teach? Mark (X) ALL that apply.
Permanent or standard certification
Probationary certification
Temporary, provisional, or emergency certification
Alternative certification
Not certified
Number of years
Number of years
Other (please specify)
Do not have an undergraduate degree
Education
English
Social or Behavioral Sciences (economics, history, sociology, psychology)
Foreign Language
Mathematics
Natural/Physical Sciences
Do not have a graduate degree
Education
English
Social Sciences (history, sociology, psychology)
Foreign Language
Mathematics
Natural/Physical Sciences
Other (please specify)
Reading/Language Arts Instruction
Questions in this section ask about your reading/language arts teaching. When answering these
questions, we would like you to refer to a target reading class. In order to determine your
target reading class, please answer the three questions below.
I teach the same group of students for more than one academic year
The group of students I teach changes once or twice a month
The group of students I teach changes every six to eight weeks
The group of students I teach changes one or two times during the school year
I teach the same group of students for an entire school year
8. How often does the group of students to whom you teach reading change? Mark (X) ONE box.
Number of students
6. How many students are in your target reading class? Print number of students in the boxes.
9. What is the grade level of the majority of the students in your target reading class? Mark (X) ONE box.
Kindergarten 1st 2nd 3rd 4th 5th 6th
By trying different methods, I can significantly affect
my students' achievement level
10. To what extent do you agree or disagree with the
following statements about your target reading
class? Mark (X) EACH item.
Most of the students in my target class can learn
what I am supposed to teach them
2 3 4 5 6
Strongly
Disagree
Strongly
Agree
I feel a great deal of satisfaction when students in my target
reading class learn what I am supposed to teach them
Did you only teach reading to your homeroom
students this year (i.e., you taught reading to a
self-contained classroom)?
Mark
(
X
)
ONE box.
Did you teach reading to several different groups
of students who were periodically reassigned to a
different reading teacher throughout the year?
Mark (X) ONE box.
Did you teach reading to more than one class of
students each day (for example, you are a reading
specialist)?
Mark
(
X
)
ONE box.
If yes, your target reading class is
the group of students in your homeroom
or self-contained classroom.
If yes, your target reading class is
the group of students to whom you
currently teach reading.
If yes, your target reading class is the first class
of the week to which you teach reading (e.g., the
class you teach during the 1st period on Monday).
Yes No
Yes No
Yes No
7. How are the students in your target reading class assigned to you? Mark (X) ONE box.
All of the students in my target reading class come from my self-contained classroom
The students in m
y
tar
g
et readin
g
class come from two or more classrooms of the same
g
rade in this school
The students in my target reading class come from two or more classrooms at different grade levels in this school
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Other (please specify)
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- 23 -
11. On a typical day, how many minutes do you teach reading/language arts to your target class?
Print number of minutes in the boxes.
Minutes
12. When teaching your target reading class, how often do
you use the following approaches to group students for
instruction? Mark (X) EACH item.
Every
day
A few
times a
week
A few
times a
month
Rarely
or
never
57. Are you: Mark (X) ONE box.
Female
Male
60. Which best describes your MAIN teaching assignment? Mark (X) ONE box.
Self-contained classroom teacher
(i.e., you teach all core subjects: math, reading, language arts, science, social studies, etc.)
OR
Specialist teacher
Mark below your primary subject area assignment this year.
Mark (X) ONE box.
Your Background
Science
Special Education
Social Studies, History, Government
Speech, Communication
Writing Specialist
They contain useful information for me about the content
I am teaching
They provide me with useful information about how to teach
particular skills, strategies, texts, or other topics
They provide me with useful information about what students
typically know and can do and about typical difficulties they have
13. To what extent do you agree or disagree with the following
statements about the instructional materials you use most
often with your target reading class? Mark (X) EACH item.
Strongly
Disagree
Disagree Agree
Strongly
Agree
I frequently refer to and use information found in
curriculum frameworks or standards documents
I frequently refer to and use information from the teachers'
guides associated with the curriculum materials adopted by
this school
I frequently refer to the content of assessments
14. To what extent do you agree or disagree with the
following statements about how you prepare
reading lessons for your target reading class?
Mark (X) EACH item.
Strongly
Disagree
Disagree Agree
Strongly
Agree
Not
Applicable
English as a Second Language
Fine Arts (Art, Music, Drama, etc.)
Language Arts
Mathematics
Physical Education
Reading Specialist
Whole class grouping (i.e., all students are taught the
same thing at the same time)
Ability or achievement grouping (e.g., the most proficient
readers are in one group, the next most proficient are in a
second group, and the rest are in a third group)
Mixed ability grouping (e.g., students are grouped according
to interest/genre, cooperative-learning groups)
Individualized instruction (e.g., students work individually
on learning assignments specifically tailored to their
achievement or interest)
58. Are you: Mark (X) ONE box.
Hispanic, regardless of race
Black, not of Hispanic origin
White, not of Hispanic origin
A
sian or Pacific Islander
American Indian or Alaskan Native
Biracial/Multiethnic
Other (please specify)
59. Which best describes your employment status in this school system? Mark (X) ONE box.
Regular full-time teaching appointment
Regular part-time
teaching appointment
Permanent substitute
teaching appointment
Other (please specify)
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55. This school year, how often did the following
things occur? Mark (X) EACH item.
I watched an instructional leader (e.g., coach, coordinator,
or facilitator) model instruction
An instructional leader observed me teach and gave me
feedback about improving my teaching techniques
An instructional leader (e.g., coach, coordinator, or
facilitator) observed me teach and gave me feedback
about my use of curriculum materials
An instructional leader studied my students' work and
commented on ways I could improve their learning of
subject matter
Never
1-2
times
More than
10 times
3-5
times
6-10
times
56. To what extent do you agree or disagree with the following
statements about your learning experiences this year?
Please consider both formal (e.g., staff development) and
informal (e.g., conferring with a colleague) learning
experiences. Mark (X) EACH item.
M
y
learnin
g
ex
p
eriences this
y
ear...
Gave me many opportunities to work on aspects of my teaching that
I am trying to develop
Provided me with knowledge or information that is very useful to me
in the classroom
Were coherently related to each other
Allowed me to focus on a problem over an extended period of time
Focused on too many topics
Provided me with useful feedback about my teaching
Made me pay closer attention to particular things I was doing in the
classroom
Led me to seek out additional information from other teachers, an
instructional leader, or some other source
Led me to think about an aspect of my teaching in a new way
Led me to try new things in the classroom
Strongly
Disagree
Disagree Agree
Strongly
Agree
17. How often were the following topics a
primary focus of instruction for your
target reading class this year?
Mark (X) EACH item.
Using phonics based or letter-sound
relationships to read words in sentences
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Using context, pictures, and/or sentence
meaning and structure to read words
Sound segmenting, such as writing the
individual sounds students hear in words
Sound blending
Sight word recognition
16. How often were the following
topics a primary focus of
instruction when you taught
students who were
not in
your target reading class?
Mark
(
X
)
EA
C
H item.
Word analysis (e.g., decoding, word
families, context cues, sight words)
Reading fluency (e.g., repeated
reading, guided oral reading)
Listening comprehension
Reading comprehension
Written composition (e.g., writing
sentences, paragraphs, stories)
Grammar
Spelling
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Does
not
apply
15. How often were the following topics a
primary focus of instruction for your
target reading class this year?
Mark (X) EACH item.
Word analysis (e.g., decoding, word
families, context cues, sight words)
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Reading fluency (e.g., repeated
reading, guided oral reading)
Listening comprehension
Reading comprehension
Written composition (e.g., writing
sentences, paragraphs, stories)
Grammar
Spelling
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- 21 -
52. Considering formal and informal
professional development opportunities
you had in reading/language arts this year,
how much time and effort did you devote
to the following? Mark (X) EACH item.
A
nalyzing or studying reading/language arts
curriculum materials
Improving my skills at doing miscue analysis
Improving my skills at designing
reading/language arts tasks for my students
Improving my knowledge of phonetics
Improving my knowledge of guided reading
strategies that help students use context
clues
Improving my knowledge of the writing
process
Extending my knowledge about different ways
to help students blend and segment sounds
Extending my knowledge about different
reading comprehension strategies such as
KWL or reciprocal teaching
54. This school year, how often did the following
things occur? Mark (X) EACH item.
I watched another teacher model instruction
Another teacher observed me teach and gave me
feedback
I watched another teacher teach and gave him or her
feedback
Never
1-2
times
More than
10 times
3-5
times
6-10
times
53. This school year, how often did you work with
other faculty or staff on the following?
Mark (X) EACH item.
Clarifying standards for student learning through in-depth
discussion and analysis of students' classroom work
Developing thematic units or other approaches to
integrating instruction across curricular areas
Examining or changing the scope or sequence of the
coverage of specific curricular topics
Examining the alignment of curricular materials and
student assessments at this school
Learning how to set up and use particular instructional
grouping strategies (e.g., cooperative grouping, multi-age
grouping)
Never
1-2
times
More than
10 times
3-5
times
6-10
times
20. This year, how often did the students in
your target reading class work on the
following areas in written composition?
Mark (X) EACH item.
Editing the capitalization, punctuation, or
spelling of their own writing
Never
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Editing the word use, grammar, or
syntax of their own writing
Revising their writing by elaborating and
extending what they wrote
Revising their writing by reorganizing
or refining what they wrote
19. This year, how often did the students in
your target reading class demonstrate
comprehension in the following ways?
Mark (X) EACH item.
Wrote brief answers to questions
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Wrote extensive answers to questions
Did a think-aloud or explained how they
applied a skill or strateg
y
Worked on a written literature extension
project
18. How often were the following
comprehension topics a primary focus of
instruction for your target reading class
this year? Mark (X) EACH item.
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
Activating prior knowledge or making
personal connections to text
Making predictions, previewing, or
surveying text
Students generating their own questions
Examining literary techniques
Identifying the author's purpose
Using concept maps, story maps, or text
structure frames
Answering questions that have answers
directly stated in the text
A
nswering questions that require
inferences
Summarizing important or critical details
2 3 4 5 6
A great
deal
None
Did not
teach this
subject
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- 9 -
51. Considering formal and informal
professional development opportunities
you had in mathematics this year, how
much time and effort did you devote to
the following? Mark (X) EACH item.
Analyzing or studying mathematics
curriculum materials
Improving my skills at designing
mathematics tasks for my students
Improving my knowledge of number
concepts (e.g., even and odd numbers,
divisibility, place value, fraction concepts)
Improving my knowledge of how particular
computational procedures work
Improving my knowledge of patterns,
functions, or algebra
Extending my knowledge of different
representations for number concepts
Extending my knowledge of different
representations for operations or
computation
Extending my knowledge of different
representations for patterns, functions,
and algebra
50. Please indicate how many professional development
sessions you participated in this year that focused on the
following topics: Mark (X) EACH item.
Student assessment
Curriculum materials or frameworks
Content or performance standards
Teaching methods
Use of technology in instruction
Multicultural or diversity issues
Classroom management and/or student discipline
School governance (e.g., local school council, site-based
management, decision making)
School improvement planning or goal setting
Social services for students
Safety or school climate issues
Parent involvement and/or community relations
None
1-2
Sessions
3-7
Sessions
8 or more
Sessions
21. This year, how often did the students in
your target reading class write....
Mark (X) EACH item.
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
22. This year, how often did your target
reading class work on comprehension
using...
Mark
(
X
)
EACH item.
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
23. A teacher named Mr. Rink asked an aide to orally present each of the following words to a group of children
and to have the children tell the aide how many phonemes (speech sounds) are in each word. Please create
an answer key that Mr. Rink's aide could use by marking the number of phonemes contained in each word.
Mark (X) EACH item.
a. battle
b. exit
c. ship
d. terse
e. nation
123450 I'm not sure
Number of Phonemes
2 3 4 5 6
A great
deal
None
Did not
teach this
subject
Using letter strings or words (with or
without illustrations)
An individual sentence or separate
sentences (with or without illustrations)
An individual paragraph or separate
paragraphs
Two or more connected paragraphs
Informational text
Narrative text with patterned or
predictable language
Narrative text with controlled vocabulary
(sight words and/or easily sounded out words)
Short narrative text without any
attempt to control vocabulary
(literature-based or thematic)
Chapter book
The next few questions ask you about teaching situations that draw upon your knowledge of language arts. The
questions in this section are not intended to be a typical content knowledge test. Instead, they are intended to help us
understand how teachers use their language arts knowledge in realistic teaching situations.
44573
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- 19 -
The next question is about a children's book called
A
Friend for a Day. The text of the book is displayed below. In the
book, each passage is accompanied by an illustration, but the illustrations are not included here due to space limitations.
Please read the book below and answer the questions on the following pages.
On Monday I play hide and
seek with Jen.
Jen is hiding under the
slide.
Page 1
On Tuesday Bob and I
put on a play.
Bob is the ghost.
I am the witch.
Page 2
On Wednesday I paint
pictures with Zane.
He made a picture of a
boat.
Page 3
On Thursday I play soccer
with Beth.
Beth kicks the ball very
hard.
Page 4
I play with my dog
Bess.
Page 7
(Story ends)
Page 8
On Friday I do math with
Sam.
We add big numbers.
We add them fast.
Page 5
On Saturday and Sunday
I go to the park and play
with my very best friend.
Can you guess?
Page 6
Questions in this section ask about efforts to improve instruction in your school. When answering these
questions, please consider all of the instructional improvement efforts in which your school is involved.
We refer to such efforts as the "school improvement program."
48. How much do you agree or disagree with the following
statements about the school improvement program in
your school? Mark (X) EACH item.
I am capable of making the kinds of changes called for by the
school improvement program
The kinds of changes called for by the school improvement
program are helping my students reach higher levels of
achievement
The school improvement program in this school requires me
to make major changes in my classroom practice
I strongly value the kinds of changes called for by the school
improvement program
Strongly
Disagree
Disagree Agree
Strongly
Agree
Hours
49. This year, what was the total number of hours of professional development you received?
Print number of hours in boxes.
47. How much do you agree or disagree with the following
statements about the school improvement program in your
school? Mark (X) EACH item.
There is a detailed plan for improving instruction in our school
The steps for improving instruction are carefully staged and sequenced
Steps that teachers should take to promote classroom improvement
are clearly outlined
Instructional goals for students are clearly defined
My participation has exposed me to many examples of the kinds of
student work the program is aiming for
My participation has exposed me to many examples of the kinds of
classroom teaching the program seeks to foster
The staff of a comprehensive school reform program provided me with
many useful ideas and resources for changing my classroom practices
Strongly
Disagree
Disagree Agree
Strongly
Agree
Instructional Improvement
46. Did you participate in any of the following comprehensive and/or research based models of school reform
this year? Mark (X) ALL
that apply
Accelerated Schools Project
A
merica's Choice
Roots and Wings
Success for All
I participated in a school reform program that is not listed here (please specify)
44573
0
1
Ten cannot be raised to an
y
p
ower such that ten to that
p
ower e
q
uals 1
-1
I'm not sure
45. Imagine that you are working with your class on multiplying large numbers. Among your students'
papers, you notice that some have displayed their work in the following ways:
- 18 -
- 11 -
43. Mrs. Jamison was examining the new mathematics test her district had just adopted and her attention
was caught by an item about decimals.
She thought that this question might be confusing for her students, who would be easily mislead by
these particular decimals.
Which answer is correct? Mark (X) ONE box.
Which of these students is using a method that could be used to multiply any two whole numbers?
Mark (X) EACH item.
Student
A
Student B
Student C
Student D
Is using a method that
would work for all whole
numbers
Is not
using a method that
would work for all whole
numbers
I'm not sure
Which decimal is the largest?
(Student should circle the correct number.)
.240 .30 1.08 1.1
24. Ms. Andrews has just finished reading "A Friend For A Day" with her students. She is now considering
a number of questions she might use to carry out a discussion of the story.
Ms. Andrews wants students to work on understanding details that are central to understanding the story.
She also wants students to make inferences based on the information in the story. Which questions would
you select for each of these purposes?
Mark (X) EACH item.
Where does Jen hide?
What do you like to do with your friends?
What other kinds of things do you think the main character
would like to do?
Is Bess a child?
Make
inferences
Neither
I'm not
sure
Identify
central
details
25. Do you teach mathematics as part of your assignment? Mark (X) ONE box.
Yes
No
Continue to the "Mathematics Instruction" section on page 12
Skip to the "Instructional Improvement" section on page 19
.240
.30
1.08
1.1
I'm not sure
44. Mr. Allen found himself a bit confused one morning as he prepared to teach. Realizing that ten to the
secondpower equals one hundred (10 = 100), he puzzled about what power of 10 equals 1. He asked
Ms. Berry, next door. What should she tell him? Mark (X) ONE box.
2
Student A Student B Student C Student D
35
x25
125
+75_
875
35
x25
175
+700
875
35
x25
25
150
100
+600
875
35 x 25 = (7 x 5) x 25
(7 x 5) x 25 = 7 x (5 x 25)
7 x (5 x 25) = 7 x 125
7 x 125 = 875
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- 12 -
Mathematics Instruction
26. How many students are in your target math class? Please print number of students in the boxes.
Number of students
27. How are the students in your target math class assigned to you? Mark (X) ONE box.
28. How often does the group of students to whom you teach mathematics change? Mark (X) ONE box.
29. What are the grade levels of the majority of the students in your target mathematics class? Mark (X) ONE box.
All of the students in my math class come from my self-contained classroom
The students in my target math class come from two or more classrooms of the same grade in this school
The students in my target math class come from two or more classrooms at different grade levels in this school
This section asks a number of questions about your teaching of mathematics and about the students you teach.
In answering these questions, please keep the following things in mind:
If students at your school are periodically reassigned to different teachers for mathematics instruction and
you taught mathematics to several different groups of students over the course of the school year, please answer the
questions in the next section about the students to whom you currently teach mathematics. We will refer to those
students as your target math class.
If you teach mathematics to more than one class of students during a given school day (for example, you are a
mathematics specialist), please answer the questions in the next section about the first class of the week to which you
teach mathematics (e.g., the class you teach during the 1st period on Monday). Again, we will refer to those students
as your target math class.
If you teach mathematics to a single classroom of students throughout the year, please consider those
students as your target math class.
0 is an even number
0 is not really a number. It is a placeholder in writing big numbers
The number 8 can be written as 008
You can't subtract a number from 0
Dividing any number by 0 results in an answer of 0
Which statements should the sisters select as being true?
Mark (X) EACH item.
40. Ms. Dominguez was working with a new textbook and she noticed that it gave more attention to the number 0
than her old book. She came across a page that asked students to determine if a few statements about 0 were
true or false. Intrigued, she showed them to her sister who is also a teacher, and asked her what she thought.
Y
es
No
I'm
n
ot
su
r
e
41. During a district mathematics workshop, one of the course leaders, Mr. Linden, gave the participating
teachers a particularly challenging problem:
During a break a few teachers were comparing their attempts to solve the problem. Listed below are
several different answers that teachers came up with. Which do you think is correct?
Mark (X) ONE box.
6
8
7
3
I'm not sure
I teach the same group of students for more than one academic year
I teach the same group of students for an entire school year
The group of students I teach changes one or two times during the school year
The group of students I teach changes every six to eight weeks
The group of students I teach changes once or twice a month
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42. After the break, Mr. Linden asked a different problem:
This time he got the following answers: 12, 200, 20, and 120.
Which answer is correct? Mark (X) ONE box.
Mr. Linden asked: "If we were to group by sixes instead of by tens, how
would we write the number 72? More specifically, how would you write 72 in
base six?
12
200
20
120
I'm not sure
Kinder
g
arten
1st
2nd
3rd
4th
5th
6th
Thinking about tens and ones, 23 is usually written as 2 tens and 3 ones.
But it can also be rewritten as 23 ones, or as 1 ten and 13 ones.
How many ways can 72 be written as a sum of tens and ones?
The next few questions ask you about teaching situations that draw upon your knowledge of mathematics. The questions
in this section are not intended to be a typical content knowledge test. Instead, they are intended to help us understand
how teachers use their mathematical knowledge in realistic teaching situations.
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Most of the students in my target class can learn
what I am supposed to teach them
I feel a great deal of satisfaction when students
learn what I am supposed to teach them
2 3 4 5 6
Strongly
Disagree
Strongly
Agree
By trying different methods, I can significantly affect my
students' achievement levels
30. To what extent do you agree or disagree with the
following statements about your target math
class? Mark (X) EACH item.
They contain useful information for me about underlying
mathematical ideas
They provide me with useful information about how to teach
particular mathematical ideas and procedures
They provide me with useful information about what students
typically know, can do, or have difficulty with
33. To what extent do you agree or disagree with the following
statements about the instructional materials you use most
often with your target math class? Mark (X) EACH item.
Strongly
Disagree
Disagree Agree
Strongly
Agree
32. When teaching your target math class, how often do
you use the following approaches to group students for
instruction? Mark (X) EACH item.
Every
day
A few
times a
week
A few
times a
month
Rarely
or
never
39. This year, how often did the students in
your target math class do the
following? Mark (X) EACH item.
Work on mathematics textbook,
worksheet, or board work exercises for
practice or review
Work on mathematics problems that have
multiple answers or solution methods
Discuss mathematical ideas, problems,
solutions, or methods in pairs or small
groups
Write extended explanations of
mathematical ideas, solutions, or methods
Work on a mathematics investigation,
problem, or project for several days
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
38. This year, how often did the students in
your target math class do the following?
Mark (X) EACH item.
Listen to me present the definition of a
term or the steps of a procedure
Perform tasks requiring methods or ideas
already introduced to students
Assess a problem and choose a method
to use from those already introduced to
students
Perform tasks requiring methods or ideas
not already introduced to students
Explain an answer or a solution method
for a particular problem
Analyze similarities and differences
among representations, solutions, or
methods
Prove that a solution is valid or that a
method works for all similar cases
Neve
Less than
once a
month
1-3 times
per month
1-2 times
per week
3-4 times
per week
Every
day
31. On a typical day, how many minutes do you teach mathematics to your target math class?
Print number of minutes in the boxes.
Minutes
Whole class grouping (i.e., all students are taught the
same thing at the same time)
Ability or achievement grouping (e.g., the most proficient
students are in one group, the next most proficient are in a
second group, and the rest are in a third group)
Mixed ability grouping (e.g., students are grouped according
to interest/genre, cooperative-learning groups)
Individualized instruction (e.g., students work individually
on learning assignments specifically tailored to their
achievement or interest)
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35. This year, how often were the following
topics in number concepts a primary
focus of instruction with your target
math class? Mark (X) EACH item.
Did not
teach this
topic
1-2
lessons
3-5
lessons
6-10
lessons
11-15
lessons
More than
15 lessons
Writing, reading, or recognizing whole
numbers, decimals, or fractions
Counting
Comparing or ordering two or more
quantities
Properties of whole numbers (e.g., even
and odd, prime, square)
Factors, multiples, or divisibility with whole
numbers
Composing or decomposing (grouping)
whole numbers or decimals
The meaning of fractions
Relationships between decimals and
fractions
Estimating the size of quantities or
rounding off numbers
36. This year, how often were the following
topics in operations a primary focus of
instruction with your target math class?
Please report work on operations that
used whole numbers, decimals, or
fractions.
Mark (X) EACH item.
Did not
teach this
topic
1-2
lessons
3-5
lessons
6-10
lessons
11-15
lessons
More than
15 lessons
The meaning or properties of an operation
Methods or strategies for finding answers
to basic facts
Practicing basic facts for speed or
accuracy
Why a conventional computational
procedure works
How to carry out the steps of a
conventional computational procedure
Practicing computational procedures for
speed, accuracy, or ease of use
Developing transitional, alternative, or
non-conventional methods for doing
computation
Applying basic facts or computation to
solve word problems
Estimating the answer to a computation
problem
37. This year, how often were the following
topics in patterns, functions, and
algebra a primary focus of instruction
with your target math class?
Mark
(
X
)
EACH item.
Did not
teach this
topic
1-2
lessons
3-5
lessons
6-10
lessons
11-15
lessons
More than
15 lessons
Creating, continuing, or explaining repeating
patterns or sequences (e.g., 2,1,2,1... or
, , , , , , ...)
Organizing objects by size, number, or
other properties
Finding and explaining other patterns
(e.g., patterns in a representation such as the
hundreds chart, or patterns in a word problem)
Understanding and using formulas and
equations expressed in symbolic form
Expressing a function or sequence as a
general rule using words, tables, or formulas
I frequently refer to and use information found in
curriculum frameworks or standards documents
I frequently refer to and use information from the
teachers' guides associated with the curriculum
materials adopted by this school
I frequently refer to the content of assessments
34. To what extent do you agree or disagree with the
following statements about how you prepare
mathematics lessons for your target math class?
Mark (X) EACH item.
Strongly
Disagree
Disagree Agree
Strongly
Agree
Not
Applicable
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