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 |
Q3
Q3 How many college mathematics courses have you completed?
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | 1 semester |
| 2 | 2 semesters |
| 3 | 3 semesters |
| 4 | 4 semesters |
| 5 | 5 or more semesters |
Q4A
Q4a Did your college mathematics coursework include the equivalent of at least one semester of: Number system concepts
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q4B
Q4b Did your college mathematics coursework include the equivalent of at least one semester of: Concepts in algebra
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q4C
Q4c Did your college mathematics coursework include the equivalent of at least one semester of: Concepts in geometry
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q5
Q5 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 |
Q6A
Q6a 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 |
Q6B
Q6b 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 |
Q6C
Q6c 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 |
Q6D
Q6d 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 |
Q6E
Q6e 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 |
Q6F
Q6f 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 |
Q6G
Q6g 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 |
Q6H
Q6h 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 |
Q6I
Q6i I enjoy teaching mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q6J
Q6j 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 |
Q6K
Q6k 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 |
Q7IA
Q7ia Importance: Provide concrete experience before abstract concepts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IB
Q7ib Importance: Develop students' conceptual understanding of mathematics.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IC
Q7ic 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 |
Q7ID
Q7id Importance: Practice computational skills and algorithms.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IE
Q7ie 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 |
Q7IF
Q7if 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 |
Q7IG
Q7ig 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 |
Q7IH
Q7ih Importance: Engage students in inquiry-oriented activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7II
Q7ii Importance: Use calculators.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IJ
Q7ij Importance: Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IK
Q7ik 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 |
Q7IL
Q7il Importance: Use performance-based assessment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IM
Q7im Importance: Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IN
Q7in 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 |
Q7PA
Q7pa 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 |
Q7PB
Q7pb 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 |
Q7PC
Q7pc 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 |
Q7PD
Q7pd 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 |
Q7PE
Q7pe 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 |
Q7PF
Q7pf 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 |
Q7PG
Q7pg 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 |
Q7PH
Q7ph 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 |
Q7PI
Q7pi Preparedness: Use calculators.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q7PJ
Q7pj Preparedness: Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q7PK
Q7pk 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 |
Q7PL
Q7pl 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 |
Q7PM
Q7pm Preparedness: Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q7PN
Q7pn 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 |
Q8A
Q8a 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 |
Q8B
Q8b 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 |
Q8C
Q8c 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 |
Q8D
Q8d My principal encourages innovative instructional practices.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q8E
Q8e 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 |
Q8F
Q8f 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 |
Q8G
Q8g 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 |
Q8H
Q8h 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 |
Q8I
Q8i 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 |
Q9A
Q9a How well prepared do you feel to teach each of the following subjects at the grade levels you teach, whether or not they are currently included in your curriculum?: Science
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q9B
Q9b How well prepared do you feel to teach each of the following subjects at the grade levels you teach, whether or not they are currently included in your curriculum?: Mathematics
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q9C
Q9c How well prepared do you feel to teach each of the following subjects at the grade levels you teach, whether or not they are currently included in your curriculum?: Reading/Language Arts
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q9D
Q9d How well prepared do you feel to teach each of the following subjects at the grade levels you teach, whether or not they are currently included in your curriculum?: Social Studies
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10A
Q10a Numeration and number theory
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10B
Q10b Computation
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10C
Q10c Estimation
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10D
Q10d Measurement
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10E
Q10e Pre-algebra
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10F
Q10f Algebra
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10G
Q10g Patterns and relationships
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10H
Q10h Geometry and spatial sense
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10I
Q10i Data collection and analysis
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10J
Q10j Probability
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10K
Q10k 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 |
Q11A
Q11a Problem solving
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q11B
Q11b Reasoning and proof
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q11C
Q11c Communication (written and oral)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q11D
Q11d 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 |
Q11E
Q11e 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 |
Q12A
Q12a 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 |
Q12B
Q12b 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 |
Q12C
Q12c 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 |
Q12D
Q12d 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 |
Q12E
Q12e 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 |
Q12F
Q12f 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 |
Q12G
Q12g 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 |
Q13A
Q13a 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 | N/A or Don't know |
Q13B
Q13b 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 | N/A or Don't know |
Q13C
Q13c 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 | N/A or Don't know |
Q13D
Q13d 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 | N/A or Don't know |
Q13E
Q13e 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 | N/A or Don't know |
Q13F
Q13f 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 | N/A or Don't know |
Q13G
Q13g 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 | N/A or Don't know |
Q13H
Q13h 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 | N/A or Don't know |
Q13I
Q13i 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 | N/A or Don't know |
Q13J
Q13j 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 | N/A or Don't know |
Q13K
Q13k 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 | N/A or Don't know |
Q13L
Q13l 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 | N/A or Don't know |
Q13M
Q13m 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 | N/A or Don't know |
Q14A
Q14a 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 |
Q14B
Q14b 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 |
Q14C
Q14c 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 |
Q14D
Q14d 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 |
Q14E
Q14e 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 |
Q14F
Q14f 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 |
Q16
Q16 Do you teach in a self-contained classroom (i.e., you are responsible for teaching several subjects to one class)?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q17
Q17 How many lessons per week do you typically teach mathematics to this class?
Format:Numeric (SPSS)
Q18
Q18 Approximately how many minutes is a typical mathematics lesson?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 10 or fewer |
| 2 | 11-20 |
| 3 | 21-30 |
| 4 | 31-40 |
| 5 | 41-50 |
| 6 | 51-60 |
| 7 | 61-70 |
| 8 | 71-80 |
| 9 | 81 or more |
Q19A
Q19a In how many of the last five school days did you teach each of the following in this class?: Science
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | One |
| 2 | Two |
| 3 | Three |
| 4 | Four |
| 5 | Five |
Q19B
Q19b In how many of the last five school days did you teach each of the following in this class?: Mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | One |
| 2 | Two |
| 3 | Three |
| 4 | Four |
| 5 | Five |
Q19C
Q19c In how many of the last five school days did you teach each of the following in this class?: Reading/Language Arts
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | One |
| 2 | Two |
| 3 | Three |
| 4 | Four |
| 5 | Five |
Q19D
Q19d In how many of the last five school days did you teach each of the following in this class?: Social Studies
Format:Numeric (SPSS)
| Value | Label |
| 0 | None |
| 1 | One |
| 2 | Two |
| 3 | Three |
| 4 | Four |
| 5 | Five |
Q20A
Q20a 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 |
Q20B
Q20b 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 |
Q20C
Q20c 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 |
Q20D
Q20d 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 |
Q20E
Q20e 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 |
Q20F
Q20f 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 |
Q20G
Q20g 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 |
Q20H
Q20h 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 |
Q20I
Q20i 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 |
Q20J
Q20j 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 |
Q20K
Q20k 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 |
Q20L
Q20l 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 |
Q20M
Q20m 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 |
Q20N
Q20n 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 |
Q21A
Q21a 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 |
Q21B
Q21b 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 |
Q21C
Q21c 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 |
Q21D
Q21d 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 |
Q21E
Q21e 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 |
Q21F
Q21f 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 |
Q21G
Q21g 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 |
Q21H
Q21h 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 |
Q21I
Q21i 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 |
Q21J
Q21j 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 |
Q21K
Q21k 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 |
Q21L
Q21l 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 |
Q21M
Q21m 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 |
Q21N
Q21n 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 |
Q21O
Q21o 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 |
Q21P
Q21p 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 |
Q21Q
Q21q 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 |
Q21R
Q21r 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 |
Q21S
Q21s 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 |
Q21T
Q21t 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 |
Q21U
Q21u 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 |
Q21V
Q21v 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 |
Q21W
Q21w 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 |
Q21X
Q21x 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 |
Q21Y
Q21y 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 |
Q21Z
Q21z 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 |
Q21AA
Q21aa 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 |
Q21BB
Q21bb 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 |
Q22A
Q22a 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 |
Q22B
Q22b 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 |
Q22C
Q22c 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 |
Q22D
Q22d 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 |
Q22E
Q22e 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 |
Q23
Q23 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 |
Q24A
Q24a Participated in an LSC academic year 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 |
Q24B
Q24b 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 |
Q24C
Q24c 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 |
Q24D
Q24d 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 |
Q24E
Q24e 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 |
Q24F
Q24f 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 |
Q24G
Q24g 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 |
Q25
Q25 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 |
Q26A
Q26a 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 |
Q26B
Q26b 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 |
Q26C
Q26c 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 |
Q27
Q27 Have you been identified as a teacher leader for your district's NSF-sponsored LSC project?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
tqcs05
05-06 Teacher Questionnaire Cross-Sectional Sample
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
tqlong05
05-06 Teacher Questionnaire Longitudinal Sample
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
tqcop05
05-06 Received TQ due to inclusion in COP sample
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | 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 |
grade
Q15 Grade Range
Format:Numeric (SPSS)
| Value | Label |
| 1 | K-2 only |
| 2 | 3-5 only |
| 3 | 6-8 only |
| 4 | Combination of grade ranges (K-8) |
| 5 | No Response |
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 (K-8 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% |
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 (K-8 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% |
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 |