Teacher/Faculty Surveys

Instrument 11: Classroom Practices and Teacher Characteristics for High School Science

Project: Wisconsin Center for Education Research
Council of Chief State School Officers

Funding Source: NSF: Undergraduate Education (DUE)

Purpose: To provide education policymakers, administrators, and teachers with comparative information on math and science instruction

Administered To: K-8 teachers whose school districts are participating in the Mathematics and Science Partnership Program

Topics Covered:

• Background Characteristics & Activities (Teacher/Faculty): Professional development activities
• Demographics (Teacher): gender, ethnicity, experience, certification
• Instructional Practices: methods, instructional approach, pedagogy, content, skills, assessment, technology, collaborative activities, laboratory activities, classroom activities, field activities, assignments, homework

Format/Length: 140 closed-ended questions

Classroom Practices & Teacher Characteristics
For
High School
Science

Selecting the Target Class-- For all questions about instructional content and practices, please refer only to activities in the Science class that you teach. If you teach more than one Science class, select the first class that you teach each week. If you teach a split class (i.e. the class is split into more than one group for Science instruction) select only one group to describe as the target class.

The following pages request information regarding students in the target Science class for the 2002-2003 school year (last school year).

HOMEWORK (work assigned to be done outside of class)
Answer the following questions with regard to your target class:
14	How often do you usually assign science homework to be done outside of class?		Never (Skip to # 18)		3-4 times per week
			Less than once per week		Every day
			Once or twice per week
15	How many minutes does the typical student spend on a normal homework assignment done outside of class?		I do not assign homework		31-60 minutes
			Less than 15 minutes		61-90 minutes
			15-30 minutes		More than 90 minutes
16	Does homework done outside of class count towards student grades?		Never		Usually does
			Usually does not		Always does
17	How often do you assign homework to be completed in a small group outside of class?		Never		3-4 times per week
			Less than once per week		Every day
			Once or twice per week

For the target class, how much of the time that students spend on science homework done outside of class, do they:
18	Read about science in books, magazines, or articles.
19	Answer questions from a science textbook or worksheet.
20	Solve science problems that require computation.
21	Revise and improve students' own work (for example, tests, homework assignments).
22	Collect data or information about science.
23	Work on an assignment, report, or project that takes longer than one week to complete.
24	Write about science in a report/paper.

INSTRUCTIONAL ACTIVITIES IN SCIENCE

Listed below are questions about the types of activities that students in the target class engage in during science instruction. For each activity, you are asked to estimate the relative amount of time a typical student will spend engaged in that activity over the course of a school year. The activities are not necessarily mutually exclusive; across activities, your answers will undoubtedly greatly exceed 100%. Consider each activity on its own, estimating the range that bests indicates the relative amount of science instructional time that a typical student spends over the course of a school year engaged in that activity.

How much of the total science instructional time do students in the target class:
25	Listen to the teacher explain something to the class as a whole about science.
26	Read about science in books, magazines, articles (not textbooks).
27	Work individually on science assignments.
28	Write about science in a report/paper on science topics.
29	Do a laboratory activity, investigation, or experiment.
30	Watch the teacher demonstrate a scientific phenomenon.
31	Collect data (other than laboratory activities).
32	Work in pairs or small groups (other than laboratory activities).
33	Do a science activity with the class outside the classroom or science laboratory (for example, field trips or research).
34	Use computers, calculators or other educational technology to learn science.
35	Maintain and reflect on a science portfolio of their own science work.
36	Take a quiz or test.

When students in the target class are engaged in laboratory activities, investigations, or experiments as part of science instruction, how much time do they:
37	Make educated guesses, predictions, or hypotheses.
38	Follow step-by-step directions.
39	Use science equipment or measuring tools.
40	Collect data.
41	Change a variable in an experiment to test a hypothesis.
42	Organize and display information in tables or graphs.
43	Analyze and interpret science data.
44	Design their own investigation or experiment to solve a scientific question.
45	Make observations/classifications.

When students in the target class work in pairs or small groups (other than in the science laboratory), how much time do they:
46	Talk about ways to solve science problems, such as investigations.
47	Complete written assignments from the textbook or workbook.
48	Write up results or prepare a presentation from a laboratory activity, investigation, experiment or a research project.
49	Work on an assignment, report or project over an extended period of time.
50	Work on a writing project or entries for portfolios seeking peer comments to improve work.
51	Review assignments or prepare for a quiz or test.

When students in the target class collect science data or information from books, magazines, computers, or other sources (other than laboratory activities), how much time do they:
52	Have class discussions about the data.
53	Organize and display the information in tables or graphs.
54	Make a prediction based on the data.
55	Analyze and interpret the information or data, orally or in writing.
56	Make a presentation to the class on the data, analysis, or interpretation.

When students in the target class are engaged in activities that involve the use of calculators, computers, or other educational technology as part of science instruction, how much time do they:
57	Learn facts.
58	Practice procedures.
59	Use sensors and probes (for example, CBL's).
60	Retrieve or exchange data or information (for example, using the Internet or partnering with another class).
61	Display and analyze data.
62	Solve problems using simulations.

ASSESSMENTS

For items 63-70, indicate how often you use each of the following when assessing students in the target science class.

		Never	1 - 4 times per year	1 - 3 times per month	1 - 3 times per week	4 - 5 times per week
63	Objective items (for example, multiple choice, true/false).
64	Short answer (for example, fill-in-the-blank).
65	Extended response item for which student must explain or justify solution.
66	Performance tasks or events (for example, hands-on activities).
67	Individual or group demonstration, presentation.
68	Science projects.
69	Portfolios.
70	Systematic observation of students.

INSTRUCTIONAL INFLUENCES

For items 71-80, indicate the degree to which each of the following influences what you teach in the target science class.

		Not Applicable	Strong Negative Influence	Somewhat Negative Influence	Little or No Influence	Somewhat Positive Influence	Strong Positive Influence
71	Your state's curriculum framework or content standards.
72	Your district's curriculum framework or guidelines.
73	Textbook / instructional materials.
74	State tests or results.
75	District tests or results.
76	National science education standards.
77	Your experience in pre-service preparation.
78	Students' special needs.
79	Parents/community.
80	Preparation of students for the next grade or level.

CLASSROOM INSTRUCTIONAL PREPARTION

For items 81-90, please indicate how well prepared you are to:		Not Well Prepared	Somewhat Prepared	Well Prepared	Very Well Prepared
81	Teach science at your assigned level.
82	Integrate science with other subjects.
83	Provide science instruction that meets science content standards (district, state, or national).
84	Use a variety of assessment strategies (including objective and open-ended formats).
85	Manage a class of students who are using hands-on or laboratory activities.
86	Take into account students' prior conceptions about natural phenomena when planning.
87	Teach students with disabilities.
88	Teach classes with students with diverse abilities.
89	Teach science to students from a variety of cultural backgrounds.
90	Teach science to students who have Limited English Proficiency.

TEACHER OPINIONS

Please indicate your opinion about each of the statements below:		Strongly Disagree	Disagree	Neutral / Undecided	Agree	Strongly Agree
91	Laboratory-based science classes are more effective than non-laboratory classes.
92	It is important for students to learn basic scientific terms and formulas before learning underlying concepts and principles.
93	I am supported by colleagues to try out new ideas in teaching science.
94	I am required to follow rules at this school that conflict with my best professional judgment about teaching and learning science.
95	Science teachers in this school regularly observe each other teaching classes.
96	Science teachers in this school trust each other.
97	It's OK in this school to discuss feelings, worries, and frustrations with other science teachers.
98	Science teachers respect other teachers who take the lead in school improvement efforts.
99	It's OK in this school to discuss feelings, worries, and frustrations with the principal.
100	The principal takes personal interest in the professional development of the teachers.

PROFESSIONAL DEVELOPMENT ACTIVITIES IN SCIENCE EDUCATION

In answering the following items, consider all the professional development activities related to science content or science education that you have participated in since June 1, 2002. Professional development refers to a variety of activities intended to enhance your professional knowledge and skills, including in- service training, teacher networks, course work, institutes, committee work, and mentoring. In-service training is professional development offered by your school or district to enhance your professional responsibilities and knowledge. Workshops are short term learning opportunities that can be located in your school or elsewhere. Institutes are longer term professional learning opportunities, for example, of a week or longer in duration.

How Often?

How many hours?

101

Since June 1, 2002, how often, and for how many total hours, have you participated in workshops or in-service training related to science or science education?

102

Since June 1, 2002, how often, and for how many total hours, have you participated in summer institutes related to science or science education?

103

Since June 1, 2002, how often have you attended college courses related to science or science education and about how many hours did you spend in class?

Since June 1, 2002, how frequently have you engaged in each of the following activities related specifically to the teaching and learning of science?

		Never	Once or twice a year	Once or twice a term	Once or twice a month	Once or twice a week	Almost daily
104	Attended conferences related to science or science education.
105	Participated in teacher study group.
106	Participated in a teacher network, or collaborative of teachers supporting professional development.
107	Acted as a coach or mentor to other teachers or staff in your school.
108	Received coaching or mentoring.
109	Participated in a committee or task force focused on curriculum and instruction.
110	Engaged in informal self-directed learning (for example, discussion with colleague about science or science education topics, read a journal article on science or science education, used the Internet to enrich knowledge and skills).

Thinking again about all of your professional development activities in science or science education since June 1, 2002, how often have you:

		Never	Rarely	Some times	Often
111	Observed demonstrations of teaching techniques.
112	Led group discussions.
113	Developed curricula or lesson plans, which other participants or the activity leader reviewed.
114	Reviewed student work or scored assessments.
115	Developed assessments or tasks.
116	Practiced what you learned and received feedback.
117	Received coaching or mentoring in the classroom.
118	Gave a lecture or presentation to colleagues.

Thinking about all of your professional development activities in science or science education since June 1, 2002, indicate how often they have been:

Please indicate your opinion about each of the statements below:		N/A	Never	Rarely	Some times	Often
119	Designed to support the school-wide improvement plan adopted by your school.
120	Consistent with your science department or grade level plan to improve teaching.
121	Consistent with your own goals for your professional development.
122	Based explicitly on what you had learned in earlier professional development activities.
123	Followed up with related activities that built upon what you learned as part of the activity.

Since June 1, 2002, have you participated in professional development activities in science or science education in the following ways?
			No	Yes
124	I participated in professional development activities with most or all of the teachers from my school.
125	I participated in professional development activities with most or all of the teachers from my department or grade level.
126	I participated in professional development activities not attended by other staff members from my school.
127	I discussed what I learned with other teachers in my school or department who did not attend the activity.
How much emphasis did your professional development activities in science or science education place on the following topics?
		None	Slight	Moderate	Great
128	State science content standards (for example, what they are and how they are used).
129	Alignment of science instruction to curriculum.
130	Instructional approaches (for example, use of manipulatives).
131	In-depth study of science or specific concepts within science (for example, earth science).
132	Study of how children learn particular topics in science.
133	Individual differences in student learning.
134	Meeting the learning needs of special populations of students (for example, second language learners; students with disabilities).
135	Classroom science assessment (for example, diagnostic approaches, textbook-developed tests, teacher-developed tests).
136	State or district science assessment (for example, preparing for assessments, understanding assessments, or interpreting assessments).
137	Interpretation of assessment data for use in science instruction.
138	Technology to support student learning in science.
TEACHER CHARACTERISTICS
			Female	Male
139	Please indicate your gender.
140	Please indicate your ethnicity/race.	American Indian or Alaska Native
		Asian
		Black or African American
		Hispanic or Latino
		Native Hawaiian or Other Pacific Islander
		White

		Less than 1 year	1 - 2 years	3 - 5 years	6 - 8 years	9 - 11 years	12 - 15 years	More than 15 years
141	How many years have you taught science prior to this year?
142	How long have you been assigned to teach at your current school?
		Does not apply	BA or BS	MA or MS	Multiple MA or MS	Ph.D. or Ed.D.	Other
143	What is the highest degree you hold?

144	What was your major field of study for the bachelors degree?		Elementary Education
			Middle School Education
			Science Education
			Science
			Science Education and Science
			Other Disciplines (includes other Education fields, Science, History, English, Foreign Languages, etc.)
145	If applicable, what was your major field of study for the highest degree you hold beyond a bachelors degree?		Elementary Education
			Middle School Education
			Science Education
			Science
			Science Education and Science
			Other Disciplines (includes other Education fields, Science, History, English, Foreign Languages, etc.)
146	What type(s) of state certification do you currently have?		Emergency or Temporary Certification
			Elementary Grades Certification
			Middle Grades Certification
			Secondary certification in a field other than science
			Secondary science Certification

FORMAL COURSE PREPARATION

Please indicate the number of quarter or semester courses that you have taken at the undergraduate or graduate level in each of the following areas:

		(Number of courses)
		0	1-2	3-4	5-6	7-8	9-10	11-12	13-14	15-16	17+
147	Biology / Life science
148	Physics / Chemistry / Physical science
149	Geology/ Astronomy/ Earth science
150	Science Education

This is the end of the survey. Thank you for your participation.