The Design, Engineering and Technology (DET) Survey was developed to assess K-12 teachers’ perceptions of engineering and their familiarity with teaching design, engineering and technology. The survey consists of 40 self-report items answered through a 4-point Likert scale (1=strongly disagree, 2=disagree, 3=agree, and 4 = strongly agree). The items measure four factors: importance of DET (19 items), familiarity with DET (8 items), stereotypical characteristics of engineers (7 items) and barriers in integrating DET (6 items).The ASSESS Engineering Education link provides access to information

2012 National Survey of Science and Mathematics Education: Science Teacher Questionnaire solicits information regarding K-12 science teachers' opinions, their preparation, and their teacher practice. The questionnaire was developed and administered to a nationally representative sample of science teachers as part of the 2012 National Survey of Science and Mathematics Education. All of the participating teachers answered a core set of items (about 25-30 minutes of survey time). In addition, teachers were randomly assigned to one of two sets of additional items, Matrix A or Matrix B (about 10-15

The Science Teachers' Pedagogical Discontentment Scale is an instrument that measures the discontentment that arises in teachers as they recognize a mismatch between their own pedagogical beliefs and goals and their actual classroom practices. This instrument can be used to measure teachers’ pedagogical discontentment, an instrument that will allow science educators to better describe the affective states of teachers as they enter professional development experiences. The items for the initial instrument were derived from a series of interviews with practicing teachers; from these interviews

Structured observations have been conducted by researchers across the United States for several years using the Classroom Observation Measure, developed and validated by researchers at the Center for Research in Educational Policy (CREP) (Ross et al, 1991). Overall observation items from that instrument were modified to create the School Observation Measure (SOM), which represents a summary of ten 15-minute observations conducted in a single day. Multiple observations using the SOM allow researchers to determine the extent to which different common and alternative instructional practices are