
	: Instruments : Teacher Education

Teacher Education Instruments

Return to Instrument Table

Student Surveys

Instrument 1: Preservice Teachers Reform Methods Survey

Project: Louisiana Collaborative for Excellence in the Preparation of Teachers (LaCEPT)
Louisiana Board of Regents

Funding Source: NSF: Collaboratives for Excellence in Teacher Preparation (DUE)

Purpose: To gather attitudinal data about teaching practices in math and science and the adequacy of preparation to use these strategies in the classroom

Administered To: Students participating in the teacher preparation program

Topics Covered:

Instructional Practices: assessment, classroom activities, instructional techniques, technology
Instructional Preferences: assessment, content, methods, student autonomy, student collaboration, teacher-centric, technology
Self-Assessment (Student): application of instructional methods, understanding of instructional methods
Background Characteristics & Activities (Student): education, experience, professional goals
Demographics (Student): age, gender

Format/Length: 67 closed-ended Likert scale questions, 7 demographic questions, and a consent form

PRESERVICE TEACHERS REFORM METHODS SURVEY

Instructions: please use a #2 pencil to complete this questionnaire. Darken the selections completely.

Part I: Teaching Goals

A. Career Plans

What is your major?
Education
Math
Science
Math/Science
Other (Please specify) _____________________
What is your career goals?
Elementary school
Middle school math
Middle school science
Middle school math/science
High school math
High school science
High school math/science
Other (Please specify) _______________________

B. Science Instruction (Importance):

(If you are not planning to teach science, please skip to the math instruction section.) Please rate each of the following in the terms of its importance for effective science instruction in the grades you will teach.

Not
Important Somewhat
Important Fairly
Important Very
Important

a. Provide concrete experience before abstract concepts.

b. Develop students' conceptual understanding of science.

c. Take students' prior understanding into account when planning curriculum and instruction.

d. Make connections between science and other disciplines.

e. Have students work in cooperative learning groups.

f. Have students participate in appropriate hands-on activities.

g. Engage students in applications of science in a variety of contexts.

h. Use computers.

i. Use performance-based assessment.

j. Use portfolios.

k. Use informal questioning to assess student understanding.

B. Science Instruction (Preparation):

(If you are not planning to teach science, please skip to the mathematics instruction section.) Please rate each of the following in the terms of its importance for effective science instruction in the grades you will teach.

	Not Adequately Prepared	Somewhat Prepared	Fairly Well Prepared	Very Well Prepared
a. Provide concrete experience before abstract concepts.
b. Develop students' conceptual understanding of science.
c. Take students' prior understanding into account when planning curriculum and instruction.
d. Make connections between science and other disciplines.
e. Have students work in cooperative learning groups.
f. Have students participate in appropriate hands-on activities.
g. Engage students in applications of science in a variety of contexts.
h. Use computers.
i. Use performance-based assessment.
j. Use portfolios.
k. Use informal questioning to assess student understanding.

2. How often do you plan to do each of the following in your science instruction?

	Never	Rarely	Sometimes	Often	All or almost all science lessons
a. Introduce content through formal presentations.
b. Demonstrate a science-related principle or phenomenon.
c. Arrange seating to facilitate student discussion.
d. Use open-ended questions.
e. Require students to supply evidence to support their claims.
f. Encourage students to explain concepts to one another.
g. Encourage students to consider alternative explanations.
h. Allow students to work at their own pace.

C. Math Instruction (Importance):

(If you are not planning to teach mathematics, please skip to the next section.) Please rate each of the following in the terms of its importance for effective science instruction in the grades you will teach.

Not
Adequately
Prepared Somewhat
Important Fairly
Important Very
Important

a. Provide concrete experience before abstract concepts.

b. Develop students' conceptual understanding of mathematics.

c. Take students' prior understanding into account when planning curriculum and instruction.

d. Practice computational skills and algorithms.

e. Make connections between math and other disciplines.

f. Have students work in cooperative learning groups.

g. Have students participate in appropriate hands-on activities.

h. Engage students in inquiry-oriented activities.

i. Use computers.

j. Use calculators.

k. Engage students in application of math in a variety of contexts.

l. Use performance-based assessment.

m. Use portfolios.

n. Use informal questioning to assess student understanding.

C. Math Instruction (Preparation):

(If you are not planning to teach mathematics, please skip to the next section.) Please rate each of the following in the terms of its importance for effective science instruction in the grades you will teach.

	Not Adequately Prepared	Somewhat Prepared	Fairly Well Prepared	Very Well Prepared
a. Provide concrete experience before abstract concepts.
b. Develop students' conceptual understanding of mathematics.
c. Take students' prior understanding into account when planning curriculum and instruction.
d. Practice computational skills and algorithms.
e. Make connections between math and other disciplines.
f. Have students work in cooperative learning groups.
g. Have students participate in appropriate hands-on activities.
h. Engage students in inquiry-oriented activities.
i. Use computers.
j. Use calculators.
k. Engage students in application of math in a variety of contexts.
l. Use performance-based assessment.
m. Use portfolios.
n. Use informal questioning to assess student understanding.

2. How often do you plan to do each of the following in your mathematics instruction?

	Never	Rarely	Sometimes	Often	All or almost all science lessons
a. Introduce content through formal presentations.
b. Arrange seating to facilitate student discussion.
c. Use open-ended questions.
d. Require students to explain their reasoning when giving an answer.
e. Encourage students to communicate mathematically.
f. Encourage students to explore alternative methods for solutions.
g. Encourage students to use multiple representations.
h. Allow students to work at their own pace.
i. Help students see connections between mathematics and other disciplines.

Part II: Courses
(Please see the attached form for instructions.)

Yes No

1. Have you taken Course One?

2. Have you taken Course Two?

3. Have you taken Course Three?

4. Have you taken Course Four?

5. Have you taken Course Five?

6. Have you taken Course Six?

7. Have you taken Course Seven?

8. Have you taken Course Eight?

9. Have you taken Course Nine?

10. Have you taken Course Ten?

Part III: Background information

Are you:

Male	Female

Are you:

African-American (not of Hispanic origin
American Indian or Alaskan Native
Asian or Pacific Islander
Hispanic
White (not of Hispanic origin)
Other

Please indicate your social security number. SSN

Indicate which university you are presently attending.

Louisiana State University - Baton Rouge
Louisiana State University - Shreveport
Louisiana Tech University
Loyola University
McNeese State University
Nicholls State University
Northeast Louisiana University
Northwestern State University
Southeastern Louisiana University
University of New Orleans
University of Southwestern Louisiana
Xavier University of Louisiana

¹This instrument adapted from the "Local Systemic Change through Teacher Enhancement 1997 Teacher Questionnaire," Horizon Research , Inc., Spring 1997.
Sir-Scan by MEC 388-1145 #62

LaCEPT Reform Methods Survey Consent Form

We are studying the effects of the LaCEPT program on improving teacher preparation programs of participating universities. The attached survey is designed to gauge your perceptions of the relative importance of various reform teaching strategies and the degree you feel prepared to utilize those strategies.

Your participation in this survey is strictly voluntary. Your participation, however, will be very helpful to the statewide study.

To ensure confidentiality, this survey will be administered as follows: The faculty/staff member responsible for administration will distribute the surveys, along with the important information on filling out Part II. A student volunteer will be asked to collect completed surveys and seal them in a self-addressed envelope. The faculty/staff member will then mail the surveys. Personal data will help us analyze responses. Having students' social security numbers will allow us later to identify teachers who have been trained using a reform approach. If you have any questions about the instrument or your participation in this survey, please call (318) 482-6717.

I have read the statements above and give my informed consent to participate in this study.

_________________________________
Name (Please Print.)

_________________________________
Date

_________________________________
Signature

_________________________________
Social Security Number

Thank you very much for participating in this survey!