Teacher Professional Development and Pedagogy

Teachers' Sense of Efficacy Scale

The Teachers' Sense of Efficacy Scale (also known as the Ohio State Teacher Efficacy Scale (OSTES)) is a self assessment designed to gain a better understanding of the kinds of things that create difficulties for teachers in their school activities. Two forms, a long form with 24 items and a short forms with 12 items, include three teacher efficacy subscales: instructional strategies, classroom management, and student engagement. 

The links below provides access to the instrument and information on its development.


Stages of Concern Questionnaire (SoCQ)

Since its development in the 1970s, researchers, evaluators, and change facilitators have been using the Stages of Concern (SoC) Questionnaire to assess teacher concerns about new programs and practices. The purpose of this questionnaire is to determine what people are thinking about when using various programs or practices. It is intended to assess their levels of concerns at various times during the adoption process.

The link below provides access to the instrument as well as documentation about the instrument.


Concerns-Based Adoption Model (CBAM) – Levels of Use

The Levels of Use is one of three components that make up the diagnostic dimensions of the Concerns-Based Adoption Model. Determining Levels of Use is done with the use of a series of questions that a facilitator asks a staff member, during a focused interview. The Levels of Use interview protocol enables educators to know not only the extent to which staff are using a new program but also whether individuals are at a beginning stage—still working through the challenges associated with grasping the program—or at a more advanced level, where he or she has expertise in using the program.


ITEST Convening: Advancing Research on Youth Motivation in STEM

Friday, September 9, 2011

Learning Science Panel: How People Learn – Implications for Motivation Research

  • Ellen Winner, Boston College
  • David Hammer, Tufts University
  • Chandra Orrill, University of Massachusetts-Dartmouth

Unlimited slots left.

Impact of After-School Teaching on Elementary Science Preservice Preparation

This qualitative study examines data from eight elementary preservice teachers who transitioned into student teaching after participating in an alternative science methods course that included teaching afterschool science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and reform their own thoughts about science teaching and learning through an 8-week afterschool science program situated within their elementary science methods course.


Elementary Pre-Service Teachers' Response-Shift Bias: Self-Efficacy and Attitudes Toward Science

Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course.


Two county schools to participate in UW robotics research project

ITEST project Visualization Basics will explore whether gaming and robotics be used to teach computational thinking skills to middle school students in culturally sensitive ways.  The project, based at the University of Wyoming will engage middle schools in at least 10 Wyoming school districts, including Fremont County School District 14 in Ethete and Fremont County School District 25 in Riverton.


UW research on gaming and robotics to boost math learning supported by NSF grant

As part of ITEST project Visualization Basics, team members will train teachers from middle schools in at least 10 Wyoming school districts to develop mathematical and scientific lessons that are culturally relevant to their students. Project staff will support educators as they implement those lessons and will work with the teachers to analyze the impact on students’ overall learning. Finally, the research team will work with participants interested in becoming peer trainers, extending the project’s reach after the grant period ends.



The inspiration for d.loft STEM (also known as ITEST project Design Loft STEM Learning Program) is the "Design for the Other 90% Movement,” which consists of engineers, designers, scientists, technologists, architects, and mathematicians engaged in designing low-cost innovative solutions for large portion of the world’s population who do not have access to basic services and products.


Seeking teachers for underwater robotics PD program

Twenty ITEEA teachers will be selected through a competitive application process to participate in pilot-testing the hybrid professional development institute developed by the Stevens Institute of Technology and ITEEA as part of the ITEST project BUILD IT Scale Up.  Selected teachers will attend  a full-day face-to-face workshop and complete several online modules.  They will then implement the curriculum and provide feedback about the training and support.