Q2B1
Q2b1 Race/Ethnicity: American Indian or Alaskan Native
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q2B4
Q2b4 Race/Ethnicity: Native Hawaiian or Other Pacific Islander
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q3A
Q3a Describe your educational background: Undergraduate major in mathematics or mathematics education
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q3B
Q3b Describe your educational background: Undergraduate minor in mathematics or mathematics education
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q3C
Q3c Describe your educational background: Graduate-level major or minor in mathematics or mathematics education
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q3D
Q3d Describe your educational background: Certification to teach mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q3E
Q3e Describe your educational background: None of the above
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4
Q4 How many years have you taught prior to this school year?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0-2 |
| 2 | 3-5 |
| 3 | 6-10 |
| 4 | 11-15 |
| 5 | 16-20 |
| 6 | 21-25 |
| 7 | 26 or more |
Q5
Q5 When did you last complete a mathematics course for college credit?
Format:Numeric (SPSS)
| Value | Label |
| 1 | In the last 5 years |
| 2 | 6-10 years ago |
| 3 | 11-20 years ago |
| 4 | More than 20 years ago |
Q6
Q6 Have you taught one or more classes of advanced mathematics in the last three years, e.g., algebra II / trigonometry, pre-calculus, calculus, discrete mathematics, abstract or linear algebra?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q7A
Q7a Students generally learn mathematics best in classes with students of similar abilities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7B
Q7b I feel supported by colleagues to try out new ideas in teaching mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7C
Q7c Mathematics teachers in this school have a shared vision of effective mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7D
Q7d Mathematics teachers in this school regularly share ideas and materials related to mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7E
Q7e Mathematics teachers in this school are well-supplied with materials for investigative mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7F
Q7f I have time during the regular school week to work with my peers on mathematics curriculum and instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7G
Q7g I have adequate access to calculators for teaching mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7H
Q7h I have adequate access to computers for teaching mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7I
Q7i I enjoy teaching mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7J
Q7j I am well-informed about the NCTM Standards for the grades I teach.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q7K
Q7k The mathematics program in this school is strongly supported by local organizations, institutions, and/or businesses.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q8IA
Q8ia Importance: Provide concrete experience before abstract concepts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IB
Q8ib Importance: Develop students' conceptual understanding of mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IC
Q8ic Importance: Take students' prior understanding into account when planning curriculum and instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8ID
Q8id Importance: Practice computational skills and algorithms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IE
Q8ie Importance: Make connections between mathematics and other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IF
Q8if Importance: Have students work in cooperative learning groups.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IG
Q8ig Importance: Have students participate in appropriate hands-on activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IH
Q8ih Importance: Engage students in inquiry-oriented activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8II
Q8ii Importance: Have students prepare project/laboratory/research reports
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IJ
Q8ij Importance: Use calculators.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IK
Q8ik Importance: Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IL
Q8il Importance: Engage students in applications of mathematics in a variety of contexts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IM
Q8im Importance: Use performance-based assessment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IN
Q8in Importance: Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8IO
Q8io Importance: Use informal questioning to assess student understanding.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q8PA
Q8pa Preparedness: Provide concrete experience before abstract concepts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PB
Q8pb Preparedness: Develop students' conceptual understanding of mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PC
Q8pc Preparedness: Take students' prior understanding into account when planning curriculum and instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PD
Q8pd Preparedness: Practice computational skills and algorithms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PE
Q8pe Preparedness: Make connections between mathematics and other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PF
Q8pf Preparedness: Have students work in cooperative learning groups.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PG
Q8pg Preparedness: Have students participate in appropriate hands-on activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PH
Q8ph Preparedness: Engage students in inquiry-oriented activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PI
Q8pi Preparedness: Have students prepare project/laboratory/research reports
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PJ
Q8pj Preparedness: Use calculators.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PK
Q8pk Preparedness: Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PL
Q8pl Preparedness: Engage students in applications of mathematics in a variety of contexts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PM
Q8pm Preparedness: Use performance-based assessment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PN
Q8pn Preparedness: Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q8PO
Q8po Preparedness: Use informal questioning to assess student understanding.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q9A
Q9a My principal encourages me to select mathematics content and instructional strategies that address individual students' learning.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9B
Q9b My principal accepts the noise that comes with an active classroom.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9C
Q9c My principal encourages the implementation of current national standards in mathematics education.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9D
Q9d My principal encourages innovative instructional practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9E
Q9e My principal enhances the mathematics program by providing me with needed materials and equipment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9F
Q9f My principal provides time for teachers to meet and share ideas with one another.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9G
Q9g My principal encourages me to observe exemplary mathematics teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9H
Q9h My principal encourages teachers to make connections across disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q9I
Q9i My principal acts as a buffer between teachers and external pressures (e.g., parents).
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q10
Q10 Are you the mathematics department chair for your school?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
| 3 | No department chair |
Q11A
Q11a My department chair encourages me to select mathematics content and instructional strategies that address individual students' learning.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11B
Q11b My department chair accepts the noise that comes with an active classroom.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11C
Q11c My department chair encourages the implementation of current national standards in mathematics education.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11D
Q11d My department chair encourages innovative instructional practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11E
Q11e My department chair enhances the mathematics program by providing me with needed materials and equipment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11F
Q11f My department chair provides time for teachers to meet and share ideas with one another.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11G
Q11g My department chair encourages me to observe exemplary mathematics teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q11H
Q11h My department chair encourages teachers to make connections across disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q12A
Q12a Estimation
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12B
Q12b Measurement
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12C
Q12c Pre-algebra
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12D
Q12d Algebra
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12E
Q12e Patterns and relationships
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12F
Q12f Geometry and spatial sense
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12G
Q12g Functions (including trigonometric functions) and pre-calculus concepts
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12H
Q12h Data collection and analysis
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12I
Q12i Probability
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12J
Q12j Statistics (e.g., hypothesis tests, curve fitting and regression)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12K
Q12k Topics from discrete mathematics (e.g., combinatorics, graph theory, recursion)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12L
Q12l Mathematical structures (e.g., vector spaces, groups, rings, fields)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12M
Q12m Calculus
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12N
Q12n Technology (calculators, computers) in support of mathematics
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q13A
Q13a Problem solving
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q13B
Q13b Reasoning and proof
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q13C
Q13c Communication (written and oral)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q13D
Q13d Connections within mathematics and from mathematics to other disciplines
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q13E
Q13e Multiple representations (e.g., concrete models, and numeric, graphical, symbolic, and geometric representations)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14A
Q14a Lead a class of students using investigative strategies.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14B
Q14b Manage a class of students engaged in hands-on/project-based work.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14C
Q14c Help students take responsibility for their own learning.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14D
Q14d Recognize and respond to student diversity.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14E
Q14e Encourage students' interest in mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14F
Q14f Use strategies that specifically encourage participation of females and minorities in mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q14G
Q14g Involve parents in the mathematics education of their students.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q15A
Q15a State and/or district curriculum frameworks.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15B
Q15b State and/or district testing policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15C
Q15c Counseling department policies and practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15D
Q15d College placement tests.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15E
Q15e Quality of available instructional materials.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15F
Q15f Access to calculators for mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15G
Q15g Access to computers for mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15H
Q15h Funds for purchasing equipment and supplies for mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15I
Q15i System of managing instructional resources at the district or school level.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15J
Q15j Time available for teachers to plan and prepare lessons.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15K
Q15k Time available for teachers to work with other teachers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15L
Q15l Time available for teacher professional development.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15M
Q15m Importance that the school places on mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15N
Q15n Consistency of mathematics reform efforts with other school/district reforms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q15O
Q15o Public attitudes toward reform.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Inhibits effective instruction |
| 2 | [2 of 5] |
| 3 | [3 of 5] Neutral or Mixed |
| 4 | [4 of 5] |
| 5 | [5 of 5] Encourages effective instruction |
| 6 | NA Don't Know |
Q16A
Q16a Parents volunteer to assist with class activities.
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | [1 of 5] A Few |
| 2 | [2 of 5] |
| 3 | [3 of 5] About Half |
| 4 | [4 of 5] |
| 5 | [5 of 5] Almost All |
Q16B
Q16b Parents donate money or materials for classroom instruction.
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | [1 of 5] A Few |
| 2 | [2 of 5] |
| 3 | [3 of 5] About Half |
| 4 | [4 of 5] |
| 5 | [5 of 5] Almost All |
Q16C
Q16c Parents attend parent-teacher conferences.
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | [1 of 5] A Few |
| 2 | [2 of 5] |
| 3 | [3 of 5] About Half |
| 4 | [4 of 5] |
| 5 | [5 of 5] Almost All |
Q16D
Q16d Parents attend school activities such as PTA meetings and Family Mathematics nights.
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | [1 of 5] A Few |
| 2 | [2 of 5] |
| 3 | [3 of 5] About Half |
| 4 | [4 of 5] |
| 5 | [5 of 5] Almost All |
Q16E
Q16e Parents voice support for the use of an investigative approach to mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | [1 of 5] A Few |
| 2 | [2 of 5] |
| 3 | [3 of 5] About Half |
| 4 | [4 of 5] |
| 5 | [5 of 5] Almost All |
Q16F
Q16f Parents voice support for traditional approaches to mathematics instruction.
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | [1 of 5] A Few |
| 2 | [2 of 5] |
| 3 | [3 of 5] About Half |
| 4 | [4 of 5] |
| 5 | [5 of 5] Almost All |
Q17A
Q17 Which of the following are you currently teaching?: Middle school mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q17B
Q17 Which of the following are you currently teaching?: High school mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q18
Q18 What grade level is this class?
Format:Numeric (SPSS)
| Value | Label |
| 1 | Middle School Mathematics |
| 2 | High School Mathematics |
Q19A
Q19a Use the LSC-designated instructional materials as the basis of mathematics lessons.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19B
Q19b Introduce content through formal presentations.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19C
Q19c Arrange seating to facilitate student discussion.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19D
Q19d Use open-ended questions.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19E
Q19e Require students to explain their reasoning when giving an answer.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19F
Q19f Encourage students to communicate mathematically.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19G
Q19g Encourage students to explore alternative methods for solutions.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19H
Q19h Encourage students to use multiple representations (e.g., numeric, graphic, geometric, etc.).
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19I
Q19i Allow students to work at their own pace.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19J
Q19j Help students see connections between mathematics and other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19K
Q19k Use assessment to find out what students know before or during a unit.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19L
Q19l Embed assessment in regular class activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19M
Q19m Assign mathematics homework.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q19N
Q19n Read and comment on the reflections students have written in their notebooks or journals.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
LITHOP5
Litho Page Number
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20A
Q20a Participate in student-led discussions.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20B
Q20b Participate in discussions with the teacher to further mathematical understanding.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20C
Q20c Work in cooperative learning groups.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20D
Q20d Make formal presentations to the class.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20E
Q20e Read from a mathematics textbook in class.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20F
Q20f Read other (non-textbook) mathematics-related materials in class.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20G
Q20g Practice routine computations/algorithms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20H
Q20h Review homework/worksheet assignments.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20I
Q20i Use mathematical concepts to interpret and solve word problems.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20J
Q20j Work on solving a real-world problem.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20K
Q20k Share ideas or solve problems with each other in small groups.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20L
Q20l Engage in hands-on mathematical activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20M
Q20m Play mathematics games.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20N
Q20n Follow specific instructions in an activity or investigation.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20O
Q20o Design or implement their own investigation.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20P
Q20p Work on models or simulations.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20Q
Q20q Work on extended mathematics investigations or projects (a week or more in duration).
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20R
Q20r Participate in field work.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20S
Q20s Record, represent and/or analyze data.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20T
Q20t Write a description of a plan, procedure or problem-solving process.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20U
Q20u Write reflections in a notebook or journal.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20V
Q20v Use calculators or computers for learning or practicing skills.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20W
Q20w Use calculators or computers to develop conceptual understanding.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20X
Q20x Use calculators or computers as a tool (e.g., spreadsheets, data analysis).
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20Y
Q20y Work on portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20Z
Q20z Take short-answer tests (e.g., multiple choice, true/false, fill-in-the-blank).
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20AA
Q20aa Take tests requiring open-ended responses (e.g., descriptions, justifications of solutions).
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
Q20BB
Q20bb Engage in performance tasks for assessment purposes.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Never |
| 2 | Rarely [e.g., a few times a year] |
| 3 | Sometimes [e.g., once or twice a month] |
| 4 | Often [e.g., once or twice a week] |
| 5 | All or almost all mathematics lessons |
SKIP
Have not yet participated in LSC PD.
Format:Numeric (SPSS)
| Value | Label |
| 0 | Have Participated |
| 1 | Have Not Participated |
Q21A
Q21a I am involved in planning my mathematics-related professional development.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q21B
Q21b I am encouraged to develop an individual professional development plan to address my needs and interests related to mathematics education.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q21C
Q21c I am given time to work with other teachers as part of my professional development.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q21D
Q21d I am given time to reflect on what I've learned and how to apply it to the classroom.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q21E
Q21e I receive support as I try to implement what I've learned.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q22
Q22 Approximately how many total hours have you spent on formal, LSC-provided professional development in mathematics/mathematics education since the LSC project began?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 |
| 2 | 1-9 |
| 3 | 10-19 |
| 4 | 20-39 |
| 5 | 40-59 |
| 6 | 60-79 |
| 7 | 80-99 |
| 8 | 100-129 |
| 9 | 130-159 |
| 10 | 160-199 |
| 11 | 200 or greater |
Q23A
Q23a Participated in an LSC academic year 'kit club'/study group/discussion group
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q23B
Q23b Was 'coached' on my teaching by an LSC teacher leader/staff person based on a classroom observation
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q23C
Q23c Received assistance from an LSC 'teacher leader' in my school
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q23D
Q23d Received assistance from an LSC staff person in my district
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q23E
Q23e Received assistance from an LSC-designated mathematician/mathematics educator from a college/university/museum/industry
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q23F
Q23f Read messages in a Listserv discussion sponsored by the LSC
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q23G
Q23g Posted messages to a Listserv discussion sponsored by the LSC
Format:Numeric (SPSS)
| Value | Label |
| 1 | 0 times |
| 2 | 1-2 times |
| 3 | 3-4 times |
| 4 | 5-6 times |
| 5 | 7 or more times |
Q24
Q24 How would you rate the overall quality of the LSC professional development?
Format:Numeric (SPSS)
| Value | Label |
| 1 | Very Poor |
| 2 | Poor |
| 3 | Fair |
| 4 | Good |
| 5 | Very Good |
| 6 | Excellent |
Q25A
Q25a To what extent has participation in LSC mathematics-related professional development increased your: Mathematics content knowledge
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q25B
Q25b To what extent has participation in LSC mathematics-related professional development increased your: Understanding of how children think about/learn mathematics
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q25C
Q25c To what extent has participation in LSC mathematics-related professional development increased your: Ability to implement high-quality mathematics instructional materials
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |
Q26
Q26 How many mathematics classes are you currently teaching that use the materials designated by your LSC (see cover letter) as the primary instructional materials?
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | One |
| 2 | Two |
| 3 | Three |
| 4 | Four |
| 5 | Five |
| 6 | Six or more |
Q27
Q27 Have you been identified as a teacher leader for your district's NSF-supported LSC project?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
qtype
Questionnaire Type as assigned in the cleaning code
Format:Numeric (SPSS)
| Value | Label |
| 1 | TQ: K-8 Sci |
| 2 | TQ: K-8 Mth |
| 4 | TQ: 6-12 Mth |
| 5 | PQ: Long |
| 6 | TQ: 6-12 Sci |
| 7 | PQ: Short |
misflag
Greater than 50% of the questionnaire was not filled out
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
acn4b
Composite 4: Content Preparedness: Only use for project tables. Use acn4pct for standard runs. (6-12 Mathematics teachers composite on some items on yr2-8 math questionnaire)
Format:Numeric (SPSS)
acn11b
Composite 11: Parent Support (Version A): Only use for 6-12 Math project tables. Use acn11 for standard runs.**
Format:Numeric (SPSS)
acn4bpct
Composite 4: Content Preparedness Only use for project tables. Use acn4pct for standard runs. (6-12 Mathematics teachers composite on some items on yr2-8 math questionnaire)
Format:Numeric (SPSS)
acn11bpc
Composite 11: Parent Support (Version A): Only use for 6-12 Math project tables. Use acn11 for standard runs.**
Format:Numeric (SPSS)
acn1dis
Composite 1: Quality of Professional Development*
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn2dis
Composite 2: Attitudes Toward Teaching
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn3dis
Composite 3: Pedagogical Preparedness
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn4dis
Composite 4: Content Preparedness (6-12 Mathematics version)
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn4bdis
Composite 4: Content Preparedness Only use for project tables. Use acn4pct for standard runs. (6-12 Mathematics teachers composite on some items on yr2-8 math questionnaire)
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn5dis
Composite 5: Traditional Teaching Practices
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn6dis
Composite 6: Investigative Culture
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn7adis
Composite 7a: Investigative Practices
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn7bdis
Composite 7b: Use of Calculators/Computers
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn8dis
Composite 8: Collegiality
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn9dis
Composite 9: Principal Support
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn10dis
Composite 10: Effect of Resource Availability
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn11dis
Composite 11: Parent Support (Version B)**
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn11bdi
Composite 11: Parent Support (Version A): Only use for 6-12 Math project tables. Use acn11 for standard runs.**
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
acn12dis
Composite 12: Department Chair Support
Format:Numeric (SPSS)
| Value | Label |
| 1 | <40% |
| 2 | >=40 and <60% |
| 3 | >=60 and <70% |
| 4 | >=70 and <80% |
| 5 | >=80 and <90% |
| 6 | >=90% |
fliddup
misflag and idmiss=0 and dup=1 (FILTER)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Not Selected |
| 1 | Selected |
flidbad
misflag=0 and idmiss=0 and dup=0 and badid=1 (FILTER)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Not Selected |
| 1 | Selected |