Plans & Expectations (Student): career interests,
education plans, family influences
Program Evaluation: activities, areas for program
improvement, assessment, collaboration, content,
exemplary areas, incentives, instructor, materials,
opportunity to learn, opportunity to practice,
promotes current standards of practice,
satisfaction
Self-Assessment (Student): confidence
Background Characteristics & Activities (Student):
academic focus, academic interests, academic level,
career interests, education, project involvement,
purpose for participation
Demographics (Student): age, ethnicity,
gender
Format/Length: 75
questions, plus 13 demographic
questions. The questions include skip patterns; not all participants
will answer all questions. The 68 closed-ended items include
Likert scales, and some have space for the participant to offer
optional specific answers. The 7 open-ended questions are short
answer response.
Please take a moment to read these important directions before
you begin the questionnaire.
The term "CETP" is used throughout the questionnaire.
CETP refers to the Collaboratives for Excellence in Teacher
Preparation, which is a major national effort by the National
Science Foundation (NSF) to improve the mathematics, science,
and technology education of prospective elementary and secondary
teachers. The name of the CETP program on this campus appears
on the opposite page. When you see the term "CETP," please
think about the program on this campus.
You have been identified as a student who is involved
in the CETP program on this campus. The courses listed on
the opposite page are part of the CETP program.
If you have not taken any of these courses, please check
here
and return the blank questionnaire in the enclosed envelope.
Please read all questions and instructions carefully.
Answer the question by circling the appropriate number or
writing in the answer, if requested to do so. It is important
that you limit your response to one alternative
for questions that direct you to "CIRCLE ONE." We
cannot use your answer if it is between two responses or
if you change the wording of the question in any way.
When you have completed the questionnaire, please return
it to SRI International in the enclosed envelope.
CETP Course Listing
[Name of CETP Program] Courses on the
University of [name] Campus
[OMB Reviewer Note: The title and the list of courses will
be individualized to each campus.]
Course Title
Course
Number
Subject Area of Course
Response
Code
Mathematics for Elementary Schools
121
Teaching methods
01
Teaching At-Risk Students
304
Teaching methods
02
Science for Middle School
105
Teaching methods
03
Algebra 1 (Fall 1994)
401
Mathematics
04
Algebra 2 (Winter 1994-95)
402
Mathematics
05
Introduction to Chemistry (Spring 1995)
601
Science
06
1. Are you currently preparing to become a teacher?
Yes
1 -----> (CONTINUE)
No
2 -----> (STOP HERE AND RETURN THE QUESTIONNAIRE)
2. What type of teaching credential are you working toward? (CIRCLE ALL THAT APPLY)
Preschool
1
Elementary
2
Middle school/junior high school
3
Secondary
4
Other (SPECIFY):__________________________________
9
3. Will your credential have a mathematics or science
focus? (CIRCLE ALL THAT APPLY)
No
1. -----> (SKIP TO QUESTION 5)
Yes, mathematics
2. -----> (CONTINUE)
Yes, science
3. -----> (CONTINUE)
4. Which of the following describes why you decided to specialize
in mathematics and/or science? (CIRCLE ALL THAT APPLY)
Have always been good in mathematics and/or science
1
Want to make mathematics and/or science more enjoyable
for students
2
Had a great mathematics and/or science teacher
3
Believe that mathematics and/or science teachers are
in demand
4
Mathematics and/or science is my field and I want to
teach it
5
Want to teach challenging subject matter
6
Believe that mathematics and science are critical for
preparing
students for the 21st century
7
Other (SPECIFY):______________________________________
8
Please note: Questions 5 through 20 below
refer to the Collaboratives for Excellence in
Teacher Preparation or CETP on your campus.
5. How did you get involved in the collaborative on your
campus?
(CIRCLE ALL THAT APPLY)
Recruited during orientation
1
Recruited by an education department faculty member
2
Recruited by a mathematics or science department faculty
member
3
Recruited by other college/university staff person
4
Friends, other students told me about the program
5
Saw printed materials on the program
6
Other (SPECIFY):__________________________________
9
6. How important was each of the following factors in
your decision to become involved in the collaborative? (CIRCLE
ONE NUMBER ON EACH LINE)
Very
important
Somewhat important
Not important at all
a. Financial incentive offered through the program
1
2
3
b. I thought the program would make me a better teacher,
especially in mathematics and/or science
1
2
3
c. I thought I would have a better chance of becoming
employed by being in the program
1
2
3
d. I thought I would get a better student teaching
placement by being in the program
1
2
3
e. I wanted the type of certification the program offers
1
2
3
f. Other (SPECIFY):__________________________
_________________________________________
1
2
3
Please note:
Questions
7 through 10 ask you about your experience in CETP courses.
Before beginning these items, please list the CETP courses
you have taken using the response codes (not the course
numbers!) from the CETP Course Listing
at the front of the questionnaire. List the response
codes below according to the subject area of the course:
mathematics, science, or teaching methods as identified
in the CETP Course Listing.
7. Think about the courses that you listed in each subject
area above as a group (for example, the "group" of CETP mathematics
courses). Then, indicate how often you have taken part in
the following types of activities in classes from each group.
Please be careful to record your responses under the corresponding
heading for each group. (CIRCLE ONE NUMBER UNDER EACH HEADING ON EACH LINE. IF
YOU HAVE TAKEN NO COURSES UNDER A PARTICULAR HEADING, LEAVE
THE ENTIRE SECTION UNDER THAT HEADING BLANK.)
Mathematics
Science
Teaching Methods
Class Activity
Never
At Least Once
Often
Does Not Apply
Never
At Least Once
Often
Does Not Apply
Never
At Least Once
Often
Does Not Apply
a. Watch your instructor demonstrate an experiment,
technique, or principle
1
2
3
9
1
2
3
9
1
2
3
9
b. Conduct experiments
1
2
3
9
1
2
3
9
1
2
3
9
c. Make systematic observations in class
1
2
3
9
1
2
3
9
1
2
3
9
d. Participate in activities that integrate mathematics
and science
1
2
3
9
1
2
3
9
1
2
3
9
e. Conduct outdoor labs/fieldwork
1
2
3
9
1
2
3
9
1
2
3
9
Mathematics
Science
Teaching Methods
Class Activity
Never
At Least Once
Often
Does Not Apply
Never
At Least Once
Often
Does Not Apply
Never
At Least Once
Often
Does Not Apply
f. Design and conduct your own projects
1
2
3
9
1
2
3
9
1
2
3
9
g. Read textbooks
1
2
3
9
1
2
3
9
1
2
3
9
h. Write a paper
1
2
3
9
1
2
3
9
1
2
3
9
i. Use supplementary materials as resources for class
1
2
3
9
1
2
3
9
1
2
3
9
j. Listen and take notes on class lectures
1
2
3
9
1
2
3
9
1
2
3
9
k. Respond orally to questions about subject matter
1
2
3
9
1
2
3
9
1
2
3
9
l. Participate in group discussions
1
2
3
9
1
2
3
9
1
2
3
9
m. Work in small cooperative groups or teams
1
2
3
9
1
2
3
9
1
2
3
9
n. Give oral reports
1
2
3
9
1
2
3
9
1
2
3
9
o. Use technology for data collection, analysis,
and/or demonstrations
1
2
3
9
1
2
3
9
1
2
3
9
p. Work with K-12 students
1
2
3
9
1
2
3
9
1
2
3
9
q. Observe instructor or K-12 teacher working with
K-12 students
1
2
3
9
1
2
3
9
1
2
3
9
r. Make a presentation to the class
1
2
3
9
1
2
3
9
1
2
3
9
s. Take standard paper and pencil tests (e.g., multiple
choice, true/false, fill in the blank)
1
2
3
9
1
2
3
9
1
2
3
9
t. Write essay responses to test questions
1
2
3
9
1
2
3
9
1
2
3
9
u. Take part in performance-based assessments (i.e.,
demonstrating what you have learned)
1
2
3
9
1
2
3
9
1
2
3
9
v. Reflect upon and discuss teaching methods used
in class
1
2
3
9
1
2
3
9
1
2
3
9
w. Evaluate your own work
1
2
3
9
1
2
3
9
1
2
3
9
x. Keep a journal or portfolio
1
2
3
9
1
2
3
9
1
2
3
9
Mathematics
Science
Teaching Methods
Class Activity
Never
At Least Once
Often
Does Not Apply
Never
At Least Once
Often
Does Not Apply
Never
At Least Once
Often
Does Not Apply
y. In your own experience, how often have your instructors
used the types of teaching strategies promoted by
the CETP program in the CETP courses you have taken?
1
2
3
9
1
2
3
9
1
2
3
9
8. In what ways, if any, have the teaching methods
courses you have taken in the CETP program been different
from other teaching methods courses you have taken?
Please note:
If you have taken no teaching methods courses or if
you have taken only CETP teaching
methods courses, please check
here and skip to
Question 9.
9. In what ways, if any, have the mathematics
courses you have taken in the CETP program been different
from other college mathematics courses you have taken?
Please note:
If you have taken no mathematics courses or if you have
taken only CETP mathematics
courses, please check here
and skip
to Question 10.
10. In what ways, if any, have the science
courses you have taken in the CETP program been different
from other college science courses you have taken?
Please note:
If you have taken no science courses or if you have
taken only CETP science
courses, please check here
and skip to Question 11.
11. Have you done, or are you currently doing, your student
teaching as part of the CETP program?
Yes
1 -----> (CONTINUE)
No
2 -----> (SKIP TO QUESTION 14)
12. How often did/does your current cooperating teacher
practice the types of teaching strategies promoted by the
CETP program? (CIRCLE ONE)
Regularly or when appropriate
1
Occasionally
2
Never
3
Don't know
8
13. To what extent were you/have you been able to practice
what you have been taught in the CETP program in your student
teaching placement? (CIRCLE ONE)
