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 science 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 science coursework include the equivalent of at least one semester of: Life science
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q4B
Q4b Did your college science coursework include the equivalent of at least one semester of: Earth and space science
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q4C
Q4c Did your college science coursework include the equivalent of at least one semester of: Physical science
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 science 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 science.
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 science 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 science.
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 science 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 science 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 computers for teaching science.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q6H
Q6h I enjoy teaching science.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q6I
Q6i I am well-informed about the NRC National Science Education Standards for the grades I teach.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Strongly Disagree |
| 2 | Disagree |
| 3 | No Opinion |
| 4 | Agree |
| 5 | Strongly Agree |
Q6J
Q6j The science 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 science.
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: Make connections between science and other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IE
Q7ie 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 |
Q7IF
Q7if 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 |
Q7IG
Q7ig Importance: Engage students in inquiry-oriented activities.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IH
Q7ih Importance: Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7II
Q7ii Importance: Engage students in applications of science in a variety of contexts.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IJ
Q7ij Importance: Use performance-based assessment.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IK
Q7ik Importance: Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Important |
| 2 | Somewhat Important |
| 3 | Fairly Important |
| 4 | Very Important |
Q7IL
Q7il 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 science.
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: Make connections between science and other disciplines.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q7PE
Q7pe 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 |
Q7PF
Q7pf 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 |
Q7PG
Q7pg 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 |
Q7PH
Q7ph Preparedness: Use computers.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q7PI
Q7pi Preparedness: Engage students in applications of science 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 |
Q7PJ
Q7pj 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 |
Q7PK
Q7pk Preparedness: Use portfolios.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q7PL
Q7pl 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 science 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 science 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 science 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 science 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 The human body
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10B
Q10b Ecology
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10C
Q10c Rocks and soils
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10D
Q10d Astronomy
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10E
Q10e Processes of change over time (e.g., evolution)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10F
Q10f Mixtures and solutions
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10G
Q10g Electricity
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10H
Q10h Sound
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10I
Q10i Forces and motion
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10J
Q10j Machines
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q10K
Q10k Engineering and design principles (e.g., structures, models)
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q11A
Q11a 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 |
Q11B
Q11b 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 |
Q11C
Q11c 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 |
Q11D
Q11d 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 |
Q11E
Q11e Encourage students' interest in science.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q11F
Q11f Use strategies that specifically encourage participation of females and minorities in science.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q11G
Q11g Involve parents in the science education of their students.
Format:Numeric (SPSS)
| Value | Label |
| 1 | Not Adequately Prepared |
| 2 | Somewhat Prepared |
| 3 | Fairly Well Prepared |
| 4 | Very Well Prepared |
Q12A
Q12a 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 |
Q12B
Q12b 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 |
Q12C
Q12c 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 |
Q12D
Q12d Access to computers for science 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 |
Q12E
Q12e Funds for purchasing equipment and supplies for science.
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 |
Q12F
Q12f 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 |
Q12G
Q12g 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 |
Q12H
Q12h 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 |
Q12I
Q12i 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 |
Q12J
Q12j Importance that the school places on science.
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 |
Q12K
Q12k Consistency of science 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 |
Q12L
Q12l 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 |
Q13A
Q13a 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 |
Q13B
Q13b 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 |
Q13C
Q13c 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 |
Q13D
Q13d Parents attend school activities such as PTA meetings and Family Science 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 |
Q13E
Q13e Parents voice support for the use of an investigative approach to science 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 |
Q13F
Q13f Parents voice support for traditional approaches to science 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 |
Q15
Q15 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 |
Q16
Q16 How many lessons per week do you typically teach science to this class?
Format:Numeric (SPSS)
Q17
Q17 Approximately how many minutes is a typical science 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 |
Q18
Q18 How many science units has this class worked on so far this academic year?
Format:Numeric (SPSS)
| Value | Label |
| 9 | 9 or more |
Q19
Q19 How long do your science units typically last?
Format:Numeric (SPSS)
| Value | Label |
| 1 | One week |
| 2 | Two weeks |
| 3 | Three weeks |
| 4 | Four weeks |
| 5 | Five weeks |
| 6 | Six weeks |
| 7 | Seven weeks |
| 8 | Eight weeks |
| 9 | Nine weeks |
| 10 | Ten or more weeks |
Q20A
Q20a 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 |
Q20B
Q20b 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 |
Q20C
Q20c 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 |
Q20D
Q20d 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 |
Q21A
Q21a Use the LSC-designated instructional materials as the basis of science 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 science lessons |
Q21B
Q21b 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 science lessons |
Q21C
Q21c Demonstrate a science-related principle or phenomenon.
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 science lessons |
Q21D
Q21d Teach science using real-world contexts.
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 science lessons |
Q21E
Q21e 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 science lessons |
Q21F
Q21f 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 science lessons |
Q21G
Q21g Require students to supply evidence to support their claims.
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 science lessons |
Q21H
Q21h Encourage students to explain concepts to one another.
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 science lessons |
Q21I
Q21i Encourage students to consider alternative explanations.
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 science lessons |
Q21J
Q21j 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 science lessons |
Q21K
Q21k Help students see connections between science 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 science lessons |
Q21L
Q21l 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 science lessons |
Q21M
Q21m 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 science lessons |
Q21N
Q21n Assign science 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 science lessons |
Q21O
Q21o 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 science 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 science lessons |
Q22A
Q22a 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 science lessons |
Q22B
Q22b Participate in discussions with the teacher to further science 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 science lessons |
Q22C
Q22c 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 science lessons |
Q22D
Q22d 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 science lessons |
Q22E
Q22e Read from a science 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 science lessons |
Q22F
Q22f Read other (non-textbook) science-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 science lessons |
Q22G
Q22g Answer textbook/worksheet 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 science lessons |
Q22H
Q22h 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 science lessons |
Q22I
Q22i 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 science lessons |
Q22J
Q22j 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 science lessons |
Q22K
Q22k Engage in hands-on science 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 science lessons |
Q22L
Q22l 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 science lessons |
Q22M
Q22m 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 science lessons |
Q22N
Q22n Design objects within constraints (e.g., egg drop, toothpick bridge, aluminum boats).
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 science lessons |
Q22O
Q22o 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 science lessons |
Q22P
Q22p Work on extended science 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 science lessons |
Q22Q
Q22q 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 science lessons |
Q22R
Q22r 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 science lessons |
Q22S
Q22s 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 science lessons |
Q22T
Q22t Prepare written science reports.
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 science lessons |
Q22U
Q22u Use mathematics as a tool in problem-solving.
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 science lessons |
Q22V
Q22v Use computers.
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 science lessons |
Q22W
Q22w 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 science lessons |
Q22X
Q22x 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 science lessons |
Q22Y
Q22y Take tests requiring open-ended responses (e.g., descriptions, explanations).
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 science lessons |
Q22Z
Q22z 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 science lessons |
SKIP
Have not yet participated in LSC PD.
Format:Numeric (SPSS)
| Value | Label |
| 0 | Have Participated |
| 1 | Have Not Participated |
Q23A
Q23a I am involved in planning my science-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 |
Q23B
Q23b I am encouraged to develop an individual professional development plan to address my needs and interests related to science 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 |
Q23C
Q23c 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 |
Q23D
Q23d 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 |
Q23E
Q23e 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 |
Q24
Q24 Approximately how many total hours have you spent on formal, LSC-provided professional development in science/science education since the LSC project began?
Format:Numeric (SPSS)
| Value | Label |
| 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 |
| 1 | 0 |
| 2 | 1-9 |
| 3 | 10-19 |
Q25A
Q25a 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 |
Q25B
Q25b 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 |
Q25C
Q25c 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 |
Q25D
Q25d 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 |
Q25E
Q25e Received assistance from an LSC-designated scientist/science 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 |
Q25F
Q25f 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 |
Q25G
Q25g 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 |
Q26
Q26 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 |
Q27A
Q27a To what extent has participation in LSC science-related professional development increased your: Science 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 |
Q27B
Q27b To what extent has participation in LSC science-related professional development increased your: Understanding of how children think about/learn science.
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 |
Q27C
Q27c To what extent has participation in LSC science-related professional development increased your: Ability to implement high-quality science 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 |
Q28
Q28 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 |
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
Q14 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 Science 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% |
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 |