sample
sample: Sample set of interviewed teacher
Format:Numeric (SPSS)
| Value | Label |
| 2 | Original Sample |
| 3 | Back-up Sample |
Q2
q2: To what extent has this teacher participated in LSC PD activities?
Format:Numeric (SPSS)
| Value | Label |
| 1 | 20-59 hours (4-11 days) |
| 2 | 60-99 hours (12-19 days) |
| 3 | 100-129 hours (20-25 days) |
| 4 | 130 or more hours (26 or more days) |
Q3A
q3a: Summary of this teacher's impressions of the LSC PD
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 6] Very negative |
| 2 | [2 of 6] Somewhat negative |
| 3 | [3 of 6] Neutral or mixed |
| 4 | [4 of 6] Somewhat positive |
| 5 | [5 of 6] Very positive |
| 6 | [6 of 6] Don't know |
Q4A1
q4a1: Impact--1. Changed views about effective science/mathematics education
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A2A
q4a2a: Impact--2a. Increased preparedness, specify: content
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A2B
q4a2b: Impact--2b. Increased preparedness, specify: designated instructional materials
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A2C
q4a2c: Impact--2c. Increased preparedness, specify: instructional strategies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A3A
q4a3a: Impact--3a. Changed classroom practice, specify: what is taught
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A3B
q4a3b: Impact--3b. Changed classroom practice, specify: designated instructional materials used
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A3C
q4a3c: Impact--3c. Changed classroom practice, specify: instructional strategies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A3D
q4a3d: Impact--3d. Changed classroom practice, specify: assessment
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A4
q4a4: Impact--4. Changed student outcomes, e.g., attitudes/achievement
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A5
q4a5: Impact--5. Reinforced prior views/classroom practice
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A6
q4a6: Impact--6. Teacher explicitly stated there was no impact
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A7
q4a7: Impact--7. Teacher named another area of impact of the LSC
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4A8
q4a8: Impact--8. Teacher was unable to explicitly name an example of an impact of the LSC (e.g., 'I don't know of any.')
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q4C
q4c: Impact--Characterize
Format:Numeric (SPSS)
| Value | Label |
| 1 | Changed views about effective science/mathematics education |
| 2 | Increased preparedness |
| 3 | Changed classroom practice |
| 4 | Changed student outcomes, e.g., attitudes/achievement |
| 5 | Reinforced prior views/classroom practice |
| 6 | Teacher explicitly stated there was no impact |
| 7 | Teacher named another area of impact of the LSC |
| 8 | Teacher was unable to explicitly name an example of an impact of the LSC |
Q5A1_1
q5a-1_1: Supportive Policies/Practices--1. Designated instructional materials/Curriculum frameworks/Standards
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_2
q5a-1_2: Supportive Policies/Practices--2. Equipment and supplies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_3
q5a-1_3: Supportive Policies/Practices--3. Student grading or testing policies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_4
q5a-1_4: Supportive Policies/Practices--4. Evaluation of teachers
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_5
q5a-1_5: Supportive Policies/Practices--5. Time to plan, prepare, or work with other teachers outside of time spent in formal LSC PD sessions
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_6
q5a-1_6: Supportive Policies/Practices--6. Other teachers' attitudes toward mathematics/science education
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_7
q5a-1_7: Supportive Policies/Practices--7. Attitudes/expectations of stakeholder(s)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_7A
q5a-1_7a: Supportive Policies/Practices--7a. Attitudes/expectations of stakeholder(s), specify: principal
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_7B
q5a-1_7b: Supportive Policies/Practices--7b. Attitudes/expectations of stakeholder(s), specify: superintendent
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_7C
q5a-1_7c: Supportive Policies/Practices--7c. Attitudes/expectations of stakeholder(s), specify: school board
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_7D
q5a-1_7d: Supportive Policies/Practices--7d. Attitudes/expectations of stakeholder(s), specify: parents
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_8
q5a-1_8: Supportive Policies/Practices--8. High quality, accessible PD including academic year support
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_9
q5a-1_9: Supportive Policies/Practices--9. Priority given to LSC Reform (e.g. emphasis on allotting time for mathematics/science, and teaching in an LSC-aligned way)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_10
q5a-1_10: Supportive Policies/Practices--10. Teacher explicitly stated that no school/district policies/practices will help maintain/expand changes needed in his/her teaching
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_11
q5a-1_11: Supportive Policies/Practices--11. Teacher named another area of school/district policies/practices that facilitates reform
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A1_12
q5a-1_12: Supportive Policies/Practices--12. Teacher was unable to explicitly give an example of a school/district policy/practice that facilitates reform (e.g., 'I don't know of any.')
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5A3
q5a-3: Supportive Policies/Practices--Characterize
Format:Numeric (SPSS)
| Value | Label |
| 1 | Designated instructional materials/Curriculum frameworks/Standards |
| 2 | Equipment and supplies |
| 3 | Student grading or testing policies |
| 4 | Evaluation of teachers |
| 5 | Time to plan, prepare, or work with other teachers outside of time spent in formal LSC PD sessions |
| 6 | Other teachers' attitudes toward mathematics/science education |
| 7 | Attitudes/expectations of stakeholder(s) |
| 8 | High quality, accessible PD including academic year support |
| 9 | Priority given to LSC reforms (e.g., emphasis on allotting time for mathematics/science, and teaching in an LSC-aligned |
| 10 | Teacher explicitly stated that no school/district policies/practices will help maintain/expand changes needed in his/her |
| 11 | Teacher named another area of school/district policies/practices that facilitates reform |
| 12 | Teacher was unable to explicitly give an example of a school/district policy/practice that facilitates reform |
Q5BC1_1
q5bc-1_1: Limiting School/District Policies and Practices--1. Designated instructional materials/Curriculum frameworks/Standards
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_2
q5bc-1_2: Limiting School/District Policies and Practices--2. Equipment and supplies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_3
q5bc-1_3: Limiting School/District Policies and Practices--3. Student grading or testing policies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_4
q5bc-1_4: Limiting School/District Policies and Practices--4. Evaluation of teachers
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_5
q5bc-1_5: Limiting School/District Policies and Practices--5. Time to plan, prepare, or work with other teachers outside of time spent in formal LSC PD sessions
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_6
q5bc-1_6: Limiting School/District Policies and Practices--6. Other teachers' attitudes toward mathematics/science education
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_7
q5bc-1_7: Limiting School/District Policies and Practices--7. Attitudes/expectations of stakeholder(s)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_7A
q5bc-1_7a: Limiting School/District Policies and Practices--7a. Attitudes/expectations of stakeholder(s), specify: principal
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_7B
q5bc-1_7b: Limiting School/District Policies and Practices--7b. Attitudes/expectations of stakeholder(s), specify: superintendent
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_7C
q5bc-1_7c: Limiting School/District Policies and Practices--7c. Attitudes/expectations of stakeholder(s), specify: school board
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_7D
q5bc-1_7d: Limiting School/District Policies and Practices--7d. Attitudes/expectations of stakeholder(s), specify: parents
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_8
q5bc-1_8: Limiting School/District Policies and Practices--8. Low quality, inaccessible PD/lack of academic year support
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_9
q5bc-1_9: Limiting School/District Policies and Practices--9. Priority given to other disciplines (e.g. time allotted for mathematics/science)
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_10
q5bc-1_10: Limiting School/District Policies and Practices--10. Teacher explicitly stated all school/district policies/practices are supportive of reform
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_11
q5bc-1_11: Limiting School/District Policies and Practices--11. Teacher named another area of school/district policies/practices that limits reform
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC1_12
q5bc-1_12: Limiting School/District Policies and Practices--12. Teacher was unable to explicitly give an example of a school/district policy/practice that limits reform (e.g., 'I don't know of any.')
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q5BC3
q5a-3: Limiting Policies/Practices--Characterize
Format:Numeric (SPSS)
| Value | Label |
| 1 | Designated instructional materials/Curriculum frameworks/Standards |
| 2 | Equipment and supplies |
| 3 | Student grading or testing policies |
| 4 | Evaluation of teachers |
| 5 | Time to plan, prepare, or work with other teachers outside of time spent in formal LSC PD sessions |
| 6 | Other teachers' attitudes toward mathematics/science education |
| 7 | Attitudes/expectations of stakeholder(s) |
| 8 | Low quality, inaccessible PD/lack of academic year support |
| 9 | Priority given to other disciplines (e.g., time allotted for mathematics/science) |
| 10 | Teacher explicitly stated all school/district policies/practices are supportive of reform |
| 11 | Teacher named another area of school/district policies/practices that limits reform |
| 12 | Teacher was unable to explicitly give an example of a school/district policy/practice that limits reform |
Q6A2
q6a2 Most Helpful Aspects--2. Collaborating/networking with other teachers
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A3
q6a3 Most Helpful Aspects--3. Opportunity to deepen his/her knowledge
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A3A
q6a3a Most Helpful Aspects--3a. Opportunity to deepen his/her knowledge, specify: content
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A3B
q6a3b Most Helpful Aspects--3b. Opportunity to deepen his/her knowledge, specify: pedagogy
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A3C
q6a3c Most Helpful Aspects--3c. Opportunity to deepen his/her knowledge, specify: how students think/learn
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A3D
q6a3d1 Most Helpful Aspects--3d. Opportunity to deepen his/her knowledge, specify: how to use the designated instructional materials
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A4
q6a4 Most Helpful Aspects--4. Getting materials needed for instruction/high-quality instructional materials
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A5
q6a5 Most Helpful Aspects--5. Teacher explicitly stated nothing was helpful
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A6
q6a6 Most Helpful Aspects--6. Teacher named another helpful characteristic of the LSC
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6A7
q6a7 Most Helpful Aspects--7. Teacher was unable to explicitly name a specific helpful characteristic of the LSC (e.g., 'I don't know of any.')
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q6C
q6c Most Helpful Aspects--Characterize
Format:Numeric (SPSS)
| Value | Label |
| 1 | High quality PD |
| 2 | Collaborating/networking with other teachers |
| 3 | Opportunity to deepen his/her knowledge |
| 4 | Getting materials needed for instruction/high-quality instructional materials |
| 5 | Teacher explicitly stated nothing was helpful |
| 6 | Teacher named another helpful characteristic of the LSC |
| 7 | Teacher was unable to explicitly name a specific helpful characteristic of the LSC |
Q7A1
q7a1: Additional Help--1. More time to teach science/mathematics
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A2
q7a2: Additional Help--2. More/more readily available materials/supplies
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A3
q7a3: Additional Help--3. More time for planning/networking with other teachers
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A4
q7a4: Additional Help--4. More PD-science/mathematics content
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A5
q7a5: Additional Help--5. More PD-pedagogy/designated instructional materials
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A7
q7a7: Additional Help--7. More PD follow-up during the academic year
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A8
q7a8: Additional Help--8. More administrative support
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A9
q7a9: Additional Help--9. Teacher explicitly stated no additional support needed
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A10
q7a10: Additional Help--10. Teacher named another area of support needed
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7A11
q7a11: Additional Help--11. Teacher was unable to explicitly name an area of support needed (e.g., 'I don't know of any.')
Format:Numeric (SPSS)
| Value | Label |
| 0 | No |
| 1 | Yes |
Q7C
q7c: Additional Help--Characterize
Format:Numeric (SPSS)
| Value | Label |
| 1 | More time to teach science/mathematics |
| 2 | More/more readily available materials/supplies |
| 3 | More time for planning/networking with other teachers |
| 4 | More PD - science/mathematics content |
| 5 | More PD - pedagogy/designated instructional materials |
| 6 | Help with assessment |
| 7 | More PD follow-up during the academic year |
| 8 | More administrative support |
| 9 | Teacher explicitly stated no additional support needed |
| 10 | Teacher named another area of support needed |
| 11 | Teacher was unable to explicitly name an area of support needed |
Q8A
q8a: Is this teacher designated as a teacher leader for the LSC?
Format:Numeric (SPSS)
| Value | Label |
| 1 | No |
| 2 | Yes |
Q8B
q8b: Summarize how well prepared this teacher feels to serve as a teacher leader in the LSC.
Format:Numeric (SPSS)
| Value | Label |
| 1 | [1 of 5] Not at all |
| 2 | [2 of 5] |
| 3 | [3 of 5] Somewhat |
| 4 | [4 of 5] |
| 5 | [5 of 5] To a great extent |