duration
DURATION: Approximate duration of observation
Format:Numeric (SPSS)
| Value | Label |
| 1 | 1 hour |
| 2 | 2 hours |
| 3 | 3 hours |
| 4 | Half day |
subject
SUBJECT: Subject targeted by session
Format:Numeric (SPSS)
| Value | Label |
| 1 | Science |
| 2 | Mathematics |
| 3 | Both Mathematics and Science |
| 4 | Other |
OIA
OIA: What is the total number of participants attending this session?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 1-5 |
| 2 | 6-10 |
| 3 | 11-20 |
| 4 | 21-50 |
| 5 | 51-100 |
| 6 | More than 100 |
OIB1A
OIB1A: This session was intended to improve the teaching of: Elementary science
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB1B
OIB1B: This session was intended to improve the teaching of: Middle grades science
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB1C
OIB1C: This session was intended to improve the teaching of: High school science
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB1D
OIB1D: This session was intended to improve the teaching of: Elementary mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB1E
OIB1E: This session was intended to improve the teaching of: Middle grades mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB1F
OIB1F: This session was intended to improve the teaching of: High school mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB2A
OIB2A: Participants were: Teacher leaders for the LSC projects
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIB2B
OIB2B: Participants were: Other (non-lead) teachers
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIC1M1
OIC1M1: Number of presenters/facilitators: Male African-American (not Hispanic origin)
Format:Numeric (SPSS)
OIC1M2
OIC1M2: Number of presenters/facilitators: Male American Indian or Alaskan Native
Format:Numeric (SPSS)
OIC1M3
OIC1M3: Number of presenters/facilitators: Male Asian or Pacific Islander
Format:Numeric (SPSS)
OIC1M5
OIC1M5: Number of presenters/facilitators: Male White (not Hispanic origin)
Format:Numeric (SPSS)
OIC1F1
OIC1F1: Number of presenters/facilitators: Female African American (not Hispanic origin)
Format:Numeric (SPSS)
OIC1F2
OIC1F2: Number of presenters/facilitators: Female American Indian or Alaskan Native
Format:Numeric (SPSS)
OIC1F3
OIC1F3: Number of presenters/facilitators: Female Asian or Pacific Islander
Format:Numeric (SPSS)
OIC1F5
OIC1F5: Number of presenters/facilitators: Female White (not Hispanic origin)
Format:Numeric (SPSS)
OIC2A
OIC2A: Number of presenters/facilitators: Regular Full-time or Part-time Classroom Teachers
Format:Numeric (SPSS)
OIC2B
OIC2B: Number of presenters/facilitators: Teachers on Special Assignment
Format:Numeric (SPSS)
OIC2C
OIC2C: Number of presenters/facilitators: District Mathematics/Science Supervisor
Format:Numeric (SPSS)
OIC2E
OIC2E: Number of presenters/facilitators: University Science/Mathematics Faculty
Format:Numeric (SPSS)
OIC2F
OIC2F: Number of presenters/facilitators: University Science/Mathematics Education Faculty
Format:Numeric (SPSS)
OIC2G
OIC2G: Number of presenters/facilitators: Business Industry Mathematicians/Scientists
Format:Numeric (SPSS)
OIIIA1
OIIIA1: Primary intended purpose(s): Increasing mathematics/science content knowledge of participants
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2
OIIIA2: Primary intended purpose(s): Explicit attention to classroom pedagogy/designated instructional materials
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2A
OIIIA2A: Primary intended purpose(s): Creating a vision of effective mathematics/science instruction
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2B
OIIIA2B: Primary intended purpose(s): Understanding student thinking/learning about mathematics/science content
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2C
OIIIA2C: Primary intended purpose(s): Learning how to use specific instructional materials in the classroom
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2D
OIIIA2D: Primary intended purpose(s): Learning how to use technology in the classroom
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2E
OIIIA2E: Primary intended purpose(s): Learning pedagogical/classroom management strategies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2F
OIIIA2F: Primary intended purpose(s): Considering issues of access, equity, and diversity
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2G
OIIIA2G: Primary intended purpose(s): Designing or scoring student assessments
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA2H
OIIIA2H: Primary intended purpose(s): Considering issues of scope and sequence (e.g., K-12 curricular frameworks)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA3
OIIIA3: Primary intended purpose(s): Explicit attention to strategies/issues/roles of teacher leaders, principals, or others in leadership positions
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4
OIIIA4: Primary intended purpose(s): Other major purposes
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4A
OIIIA4A: Primary intended purpose(s): Orientation to the project
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4B
OIIIA4B: Primary intended purpose(s): Assessing participants' knowledge/skills
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4C
OIIIA4C: Primary intended purpose(s): Building professional networks among educators
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4D
OIIIA4D: Primary intended purpose(s): Promoting/exploring reflective practice
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4E
OIIIA4E: Primary intended purpose(s): Developing the capacity of participants to use technology
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIA4F
OIIIA4F: Primary intended purpose(s): Involving administrators and/or other school/district personnel in the reform process
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB1
OIIIB1: Major content area: Numeration and number theory
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB5
OIIIB5: Major content area: Patterns and relationships
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB8
OIIIB8: Major content area: Geometry and spatial sense
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB9
OIIIB9: Major content area: Functions (including trigonometric functions) and pre-calculus concepts
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB10
OIIIB10: Major content area: Data collection and analysis
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB12
OIIIB12: Major content area: Statistics (e.g., hypothesis tests, curve fitting, and regression)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB13
OIIIB13: Major content area: Topics from discrete mathematics (e.g., combinatorics, graph theory, recursion)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB14
OIIIB14: Major content area: Mathematical structures (e.g., vector spaces; groups, rings, fields)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB18
OIIIB18: Major content area: Earth/space sciences
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB18A
OIIIB18A: Major content area: Earth/space sciences: Astronomy
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB18B
OIIIB18B: Major content area: Earth/space sciences: Oceanography
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB18C
OIIIB18C: Major content area: Earth/space sciences: Geology
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB18D
OIIIB18D: Major content area: Earth/space sciences: Meteorology
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB18E
OIIIB18E: Major content area: Earth/space sciences: Environmental science
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB19
OIIIB19: Major content area: Engineering and design principles
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB20
OIIIB20: Major content area: History of mathematics/science
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIB21
OIIIB21: Major content area: Mathematics/science as a way of knowing (e.g., inquiry, problem solving)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIIIBNA
OIIIBNA: Major content area: Mathematics/science concepts were not included as either an explicit focus or a vehicle for achieving other professional development purposes
Format:Numeric (SPSS)
| Value | Label |
| 0 | Applicable |
| 1 | Not Applicable |
OIVA
OIVA: Were any of the instructional materials intended for classroom use as part of the LSC (e.g., FOSS; Insights; STC; Investigations in Number, Data, and Space; Connected Math; IMP; Core Plus) a focus of the professional development session?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
OIVB1
OIVB1: Major activities: Listened to a formal presentation by:
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB1A
OIVB1A: Major activities: Listened to a formal presentation by: session presenter/facilitator
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB1B
OIVB1B: Major activities: Listened to a formal presentation by: participant(s)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB2
OIVB2: Major activities: Engaged in discussions/seminars/reporting out structured as:
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB2A
OIVB2A: Major activities: Engaged in discussions/seminars/reporting out structured as: entire group led by presenter/facilitator
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB2B
OIVB2B: Major activities: Engaged in discussions/seminars/reporting out structured as: entire group led by participant(s)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB2C
OIVB2C: Major activities: Engaged in discussions/seminars/reporting out structured as: subsets of the group
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB3
OIVB3: Major activities: Engaged in problem solving/investigation focusing on disciplinary content, pedagogy, and/or reform issues
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB4
OIVB4: Major activities: Read about disciplinary content, pedagogy, or reform issues
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVB5
OIVB5: Major activities: Wrote about disciplinary content, pedagogy, or reform issues
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVC1
OIVC1: Major professional development approach: Workshop/institute/course/seminar
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVC2
OIVC2: Major professional development approach: Receiving formal professional development via technology
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVC3
OIVC3: Major professional development approach: Study groups/'kit clubs'/discussion groups/school-based meetings
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVC4
OIVC4: Major professional development approach: Coaching/mentoring
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
OIVC5
OIVC5: Major professional development approach: Other
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
TIA1
TIA1: The design of the session incorporated tasks, roles, and interactions consistent with a spirit of investigation
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 |
TIA2
TIA2: The instructional strategies and activities used in this session reflected attention to participants' experience, preparedness, and/or learning styles
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 |
TIA3
TIA3: The session effectively built on participants' knowledge of content, teaching, learning, and/or the reform process
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 |
TIA4
TIA4: The strategies in this session were appropriate for accomplishing the purposes of the LSC 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 |
TIA5
TIA5: The design of the session reflected careful planning and organization
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 |
TIA6
TIA6: The design of the session included 'framing' the activity to help participants understand the purpose of the session and where it fits into the larger professional development picture
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 |
TIA7
TIA7: The design of the session encouraged a collaborative approach to learning
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 |
TIA8
TIA8: The design of the session provided opportunities for teachers to consider classroom applications of resources, strategies, and techniques.
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 |
TIA9
TIA9: Adequate time and structure were provided for 'sense-making,' including reflection about concepts, strategies, issues, etc.
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 |
TIA10
TIA10: Adequate time and structure were provided for participants to share experiences and insights.
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 |
TIA11
TIA11: Adequate time and structure were provided for wrap-up
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 |
TIA12
TIA12: Other
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 |
TIB
TIB: Design - Synthesis Rating
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Design of the session not at all reflective of best practice for PD |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] Design of the session extremely reflective of best practice for PD |
TIIA1
TIIA1: Formal presentation(s) included in the session were carried out effectively
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 |
TIIA2
TIIA2: The facilitator(s)' contributions during the course of the session enhanced the quality of the session
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 |
TIIA3
TIIA3: The facilitator(s) effectively modeled questioning strategies that are likely to enhance the development of conceptual understanding (e.g., emphasis on higher-order questions, appropriate use of 'wait time', identifying perceptions and misconceptio
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 |
TIIA4
TIIA4: The facilitator(s)' background, experience, and/or expertise enhanced the quality of the session
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 |
TIIA5
TIIA5: The facilitators(s)' management style enhanced the quality of the session.
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 |
TIIA6
TIIA6: The pace of the session was appropriate for the purposes of the professional development and the needs of adult learners
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 |
TIIA7
TIIA7: The session modeled effective assessment strategies.
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 |
TIIA8
TIIA8: Other
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 |
TIIB
TIIB: Implementation - Synthesis Rating
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Implementation of the session not at all reflective of best practice for PD |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] Implementation of the session extremely reflective of best practice for PD |
TIIINA
TIIINA: Not Applicable (Mathematics/science content knowledge was not a key purpose of the session)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Applicable |
| 1 | Not Applicable |
TIIIA1
TIIIA1: Mathematics/science content was appropriate for the purposes of the professional development session and the backgrounds of the participants
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 |
TIIIA2
TIIIA2: Mathematics/science content was sound and appropriately presented/explored
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 |
TIIIA3
TIIIA3: Participants were intellectually engaged with important ideas relevant to the focus of the session
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 |
TIIIA4
TIIIA4: Facilitator(s) displayed an understanding of mathematics/science concepts (e.g., in their dialogue with participants)
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 |
TIIIA5
TIIIA5: Mathematics/science was portrayed as a dynamic body of knowledge continually enriched by conjecture, investigation, analysis, and/or proof/justification
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 |
TIIIA6
TIIIA6: Depth and breadth of attention to mathematics/science content was appropriate for the purposes of the session and participants' needs
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 |
TIIIA7
TIIIA7: Elements of mathematical/scientific abstraction (e.g., symbolic representations, theory building) were included when it was important TO do so.
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 |
TIIIA8
TIIIA8: Appropriate connections were made to other areas of mathematics/science, to other disciplines, and/or to real-world contexts.
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 |
TIIIA9
TIIIA9: Extent of 'sense-making' of mathematics/science content was appropriate for the purposes of the session and the needs of adult learners.
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 |
TIIIA10
TIIIA10: Other
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 |
TIIIB
TIIIB: Mathematics/Science Content - Synthesis Rating
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Mathematics/science content of session not at all reflective of current standards for mathematics/science educa |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] Mathematics/science content of session extremely reflective of current standards for mathematics/science educat |
TIVNA
TIVNA: Exploring classroom practice/instructional materials was not a key purpose of the session
Format:Numeric (SPSS)
| Value | Label |
| 0 | Applicable |
| 1 | Not Applicable |
TIVA1
TIVA1: Depth and breadth of attention to student thinking/learning were appropriate for the purposes of the session and participants' needs
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 |
TIVA2
TIVA2: Depth and breadth of attention to classroom strategies were appropriate for the purposes of the session and participants' needs
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 |
TIVA3
TIVA3: Depth and breadth of attention to instructional materials intended for classroom use were appropriate for the purposes of the session and participants' needs
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 |
TIVA4
TIVA4: Facilitator(s) displayed an understanding of pedagogical concepts (e.g., in their dialogue with participants)
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 |
TIVA5
TIVA5: Participants were intellectually engaged with important ideas relevant to classroom practice
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 |
TIVA6
TIVA6: Extent of 'sense-making' about classroom practice was appropriate for the purposes of the session and the needs of adult learners
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 |
TIVA7
TIVA7: Other
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 |
TIVB
TIVB: Exploring Pedagogy/Instructional Materials - Synthesis Rating
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Pedagogical content of session not at all reflective of current standards for mathematics/science education |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5 |
| 5 | [5 of 5] Pedagogical content of session extremely reflective of current standards for mathematics/science education |
TVNA
TVNA: Exploring strategies/issues/roles of teacher leaders, principals, or others in leadership positions was not a key purpose of the session
Format:Numeric (SPSS)
| Value | Label |
| 0 | Applicable |
| 1 | Not Applicable |
TVA1
TVA1: Information on principles of effective staff development was sound and appropriately presented/explored
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 |
TVA2
TVA2: Information on strategies for mentoring/coaching peers was sound and appropriately presented/explored
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 |
TVA3
TVA3: Information on how to be a reform advocate at the school/district level was sound and appropriately presented/explored
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 |
TVA4
TVA4: Facilitator(s) displayed an understanding of leadership concepts (e.g., in their dialogue with participants).
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 |
TVA5
TVA5: Participants were intellectually engaged with important ideas relevant to the focus of the session
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 |
TVA6
TVA6: Participants were given adequate and appropriate opportunity to consider how the content of the session applies to their particular leadership roles.
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 |
TVA7
TVA7: Other
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 |
TVB
TVB: Leadership Content - Synthesis Rating
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Leadership content not at all appropriate for preparing participants TO be school/district leaders of mathemati |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] Leadership content highly appropriate for preparing participants TO be school/district leaders of mathematics/s |
TVIA1
TVIA1: Active participation of all was encouraged and valued
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 |
TVIA2
TVIA2: There was a climate of respect for participants' experiences, ideas, and contributions
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 |
TVIA3
TVIA3: Interactions reflected collegial working relationships among participants
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 |
TVIA4
TVIA4: Interactions reflected collaborative working relationships between facilitator(s) and participants
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 |
TVIA5
TVIA5: Participants were encouraged to generate ideas, questions, conjectures, and propositions
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 |
TVIA6
TVIA6: Participants demonstrated a willingness to share ideas and take intellectual risks
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 |
TVIA7
TVIA7: Intellectual rigor, constructive criticism, and the challenging of ideas were evident
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 |
TVIB
TVIB: Culture of the Professional Development Session - Synthesis Rating
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Culture of the session interfered with engagement of participants as members of a professional learning communi |
| 2 | [2 of 5] |
| 3 | [3 of 5] |
| 4 | [4 of 5] |
| 5 | [5 of 5] Culture of the session facilitated engagement of participants as members of a professional learning community |
TVIIANA
TVIIANA: Not Applicable (The session did not focus on building capacity for classroom instruction)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Applicable |
| 1 | Not Applicable |
TVIIA1
TVIIA1: Participants' ability to identify and understand important ideas of mathematics/science
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIA2
TVIIA2: Participants' understanding of mathematics/science as a dynamic body of knowledge generated and enriched by investigation
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIA3
TVIIA3: Participants' understanding of how students learn
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIA4
TVIIA4: Participants' ability to plan/provide high quality mathematics/science classroom instruction
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIA5
TVIIA5: Participants' ability to use the designated instructional materials to develop students' conceptual understanding
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIA6
TVIIA6: Participants' self-confidence as mathematics/science instructors
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIA7
TVIIA7: Professional networking among participants with regard to mathematics/science instruction
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIBNA
TVIIBNA: Not Applicable (The session did not include teacher leaders, principals, or others in leadership positions.)
Format:Numeric (SPSS)
| Value | Label |
| 0 | Applicable |
| 1 | Not Applicable |
TVIIB1
TVIIB1: Leaders' knowledge and understanding of mathematics/science
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB2
TVIIB2: Leaders' knowledge and understanding of effective classroom practice
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB3
TVIIB3: Leaders' ability to convey to others a vision of effective mathematics/science classrooms
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB4
TVIIB4: Leaders' understanding of teachers' prior knowledge and areas where teachers have difficulty
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB5
TVIIB5: Leaders' understanding of adult learners
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB6
TVIIB6: Leaders' understanding of the reform process
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB7
TVIIB7: Leaders' understanding of important strategies for reform of mathematics/science education
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB8
TVIIB8: Leaders' ability to plan/implement exemplary professional development
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB9
TVIIB9: Participants' confidence in serving in leadership roles
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIB10
TVIIB10: Professional networking among participants with regard to leadership issues
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Negative effect |
| 2 | [2 of 5] |
| 3 | [3 of 5] Mixed or Neutral effect |
| 4 | [4 of 5] |
| 5 | [5 of 5] Positive effect |
TVIIC
TVIIC: Capsule Description of the Quality of the Professional Development Session
Format:Numeric (SPSS)
| Value | Label |
| 1 | Level 1a: Ineffective Professional Development: Passive 'Learning' |
| 2 | Level 1b: Ineffective Professional Development: Activity for Activity's Sake |
| 3 | Level 2: Elements of Effective Professional Development |
| 4 | Level 3: Beginning Stages of Effective Professional Development: Low |
| 5 | Level 3: Beginning Stages of Effective Professional Development: Solid |
| 6 | Level 3: Beginning Stages of Effective Professional Development: High |
| 7 | Level 4: Accomplished, Effective Professional Development |
| 8 | Level 5: Exemplary Professional Development |