The Teacher Belief Inventory (TBI) is an instrument for measuring the degree to which pre-service teachers manifest a theoretical or practical orientation toward educational problems. The TBI consists is 25 pairs of statements which cover 6 areas of educational practice: planning, instruction, classroom management, progress monitoring, clinical assistance, and caring for students. One statement in each pair represents a theoretical approach to problem solving, while the other statement represents a practical approach. The link and attached provide the TBI and its documentation.

The Engineering Education Beliefs and Expectations Instrument (EEBEI) was designed to measure "teachers' beliefs and expectations about pre-college engineering instruction and preparation for students' access to college engineering programs and future career success in engineering" (Nathan et al., 2010, p.409). The EEBEI consists of 102 items. Seventy of the items in the EEBEI are Likert scale items, 16 are demographic items, and 16 items are based upon short vignettes (Nathan et al., 2010).The website and attachment provided contain documentation for this instrument.Authors provide instrument

The Pedagogy of Science Teaching Test (POSTT) was created to assess pedagogical content knowledge of inquiry science teaching and knowledge of topic teaching practices that reflect the inquiry nature of science. This assessment, developed for formative and summative use, includes over 100 items across 3 science disciplines (physical, life, and earth sciences) for various topics, grade ranges, and facets of instruction. For formative use in teacher education, individual items can be used to engender debate and discussion about science teaching approaches, in the context of specific topics

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

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.

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

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

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

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.

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.