The Stages of Adoption of Technology (Stages v1.1) instrument is a quick self-assessment measure. It has been used in both preservice and inservice education to measure the impact of information technology training as well as trends over time. It is derived from the stages presented by Russell (1995) in research assessing adults learning to use electronic mail. Russell's stages included: (1) awareness, (2) learning the process, (3) understanding the application of the process, (4) familiarity and confidence, (5) adaptation to other contexts, and (6) creative applications to new contexts. The

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. With

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

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