Inventory of Teaching and Learning Survey (ITAL)

Instruments

The Inventory of Teaching and Learning Survey (ITAL) was created to measure intent to persist, confidence in learning, attitudes towards success, perceived usefulness of knowledge and motivation to succeed in a STEM domain. This instrument was developed to reflect core observation and assessment concepts reflect in the Reform Teaching Observation Protocol (RTOP) (Sawada, Pibum, Turly, Falconer, Benford, & Judson). derived from the Fennema-Sherman mathematics attitudes scales (Fennema, 1976), modified to reflect biotechnology rather than mathematics.The survey consists of a series of 52

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Science Teacher Inquiry Rubric (STIR)

Instruments

The Science Teacher Inquiry Rubric (STIR) was developed based upon the National Science Education Standards essential features of inquiry instruction. This instrument was developed to serve as a self-assessment tool for elementary school teachers to understand how they implement the essential features of inquiry into their classroom instruction.The links and attachments provide access to the STIR and its documentation.Authors provide instrument validity and/or reliability information.

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Constructivist Learning Environment Survey (CLES)

Instruments

The Constructivist Learning Environment Survey (CLES) is a 42-item questionnaire which uses a 5-point Likert scale measuring students' experience of science or math instruction. Students are asked a variety of questions measuring Personal Relevance, Critical Voice, Shared Control, Uncertainy, Student Negotiation, Commitment, and Teacher Support. The Personal Relevance scale is concerned with the connectedness of school science to students' out-of-school experiences. The Student Negotiation scale focuses on whether teachers' pedagogical attention extends beyond the traditional social activity

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Context Beliefs about Teaching Science Instrument

Instruments

The Context Beliefs about Teaching Science Instrument is a 26-item 5-point Likert scale questionnaire. The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. This instrument has both content and

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Reformed Teaching Observation Protocol (RTOP)

Instruments

The Reformed Teaching Observation Protocol (RTOP) was developed as an observation instrument to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed. RTOP consists of 25 items, each using a 5-point Likert scale. These 25 items are divided equally into 5 categories: Lesson Design and Implementation, Content: Propositional Pedagogic Knowledge, Content: Procedural Pedagogic Knowledge, Classroom Culture: Communicative Interactions, and Classroom Culture: Student/teacher Relationships.The link provides instrument

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OMLI Classroom Observation Protocol

Instruments

The OMLI Classroom Observation Protocol is a tool for documenting the quantity and quality of mathematical discourse that transpires during K-12 mathematics lessons observed as part of the OMLI project. The protocol includes a 7-step classroom observation procedure which includes a pre- and a post-observation interview.The linked and attached document includes the protocol, the notation system used for observation, a classroom observation discourse form, a classroom observation reference sheet, and a classroom observation summary form.

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Mathematics Teaching Efficacy Beliefs Instrument (MTEBI)

Instruments

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is a modification of of STEBI-B. This instrument measures mathematics efficacy beliefs in preservice teachers. The MTEBI consists of 21 items on each of two scales: Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy. Link provided includes instrument, scoring instructions, and instrument documentation.Authors provide instrument validity and/or reliability information.

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Place-Based Education and Geographic Information Systems: Enhancing the Spatial Awareness of Middle School Students in Maine

Publications

Spatial literacy is a new frontier in K-12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed "memory maps" of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students' spatial awareness was documented. A technology-based curriculum can significantly increase students' spatial awareness especially in a place and

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Earth Exploration Toolbook

Curricular Materials

The Earth Exploration Toolbook is a collection of computer-based Earth science activities that high school and college teachers can incorporate into their teaching. Each activity, or chapter, introduces one or more data sets and an analysis tool that enables users to explore some aspect of the Earth system. Users can search for chapters by Earth system topic or tool.Within the context of a case study, each chapter guides users through a step-by-step process in which they access data and use analysis tools to explore real issues and questions in Earth system science. In the course of completing

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