Mathematics Teacher Questionnaire 2011 Grade 8nces.ed.gov/nationsreportcard/pdf/bgq/teacher/BQ11...Mathematics Teacher Questionnaire – Grade 8 Part I: Background, Education, and

Mathematics � Teacher Questionnaire �

2011 �Grade 8�

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1. Are you Hispanic or Latino? Fill in one or more ovals.

No, I am not Hispanic or Latino.

Yes, I am Mexican, Mexican American, or Chicano.

Yes, I am Puerto Rican or Puerto Rican American.

Yes, I am Cuban or Cuban American.

Yes, I am from some other Hispanic or Latino background.

Mathematics Teacher Questionnaire – Grade 8

Part I: Background, Education, and Training

For some questions on this survey, you are asked to fill in numbers. For these questions,please print the appropriate number in each of the boxes provided. Please print legibly witha No. 2 pencil. Keep all printing within the boxes, and erase any stray marks.

Using one number per box, fill in every box. For example, 95 students would be written as:

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2. Which of the following best describes you? Fill in one or more ovals.

White

Black or African American

Asian

American Indian or Alaska Native

Native Hawaiian or other Pacific Islander

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TEACHER QUESTIONNAIRE

GRADE 8 – MATHEMATICS

During the 2010–2011 school year, a sample of students across the country, including some of your eighth-grade students, will participate in the National Assessment of Educational Progress (NAEP). The current assessment focuses on achievement in reading, mathematics, science, and writing. To investigate the relationship between students’ achievement and various school, teacher, and home factors, NAEP is also collecting information from schools and teachers.

This questionnaire collects information about teachers’ backgrounds and instructional practices as they relate to students selected for the assessment. Since you teach mathematics to one or more students selected for the assessment, you are being asked to answer questions about these students’ classes.

Obviously, only you can provide this important information. So, although we realize that you are very busy, we urge you to complete this questionnaire as accurately as possible. The information you provide is being collected for research purposes only and will be kept strictly confidential.

NAEP is authorized under Public Law 107–110. While your participation is voluntary, your responses to these questions are needed to make this survey accurate and complete.

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Instructions

This questionnaire contains two parts.

Part I – Background, Education, and Training Part II – Classroom Organization and Instruction–Mathematics

You should complete all parts. Please record your answers online, following the instructions on the front cover. If you do not have Internet access, please answer questions directly on this questionnaire by filling in the appropriate ovals.

If you do answer questions directly on this questionnaire, please return the questionnaire to your school’s NAEP coordinator when you are finished.

THANK YOU VERY MUCH.

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Page 2H2TQM-D

TEACHER QUESTIONNAIRE

GRADE 8 – MATHEMATICS

During the 2010–2011 school year, a sample of students across the country, including some of your eighth-grade students, will participate in the National Assessment of Educational Progress (NAEP). The current assessment focuses on achievement in reading,mathematics, science, and writing. To investigate the relationship between students’achievement and various school, teacher, and home factors, NAEP is also collecting information from schools and teachers.

This questionnaire collects information about teachers’ backgrounds and instructional practices as they relate to students selected for the assessment. Since you teach mathematics to one or more students selected for the assessment, you are being asked to answer questions about these students’ classes.

Obviously, only you can provide this important information. So, although we realize that you are very busy, we urge you to complete this questionnaire as accurately as possible. The information you provide is being collected for research purposes only and will be kept strictly confidential.

NAEP is authorized under Public Law 107–110. While your participation is voluntary, yourresponses to these questions are needed to make this survey accurate and complete.

Instructions

This questionnaire contains two parts.

Part I – Background, Education, and TrainingPart II – Classroom Organization and Instruction–Mathematics

You should complete all parts. Please record your answers online, following the instructionson the front cover. If you do not have Internet access, please answer questions directly on this questionnaire by filling in the appropriate ovals.

If you do answer questions directly on this questionnaire, please return the questionnaire to your school’s NAEP coordinator when you are finished.

THANK YOU VERY MUCH.

Mathematics Teacher Questionnaire – Grade 8

Part I: Background, Education, and Training

For some questions on this survey, you are asked to fill in numbers. For these questions, please print the appropriate number in each of the boxes provided. Please print legibly with a No. 2 pencil. Keep all printing within the boxes, and erase any stray marks.

Using one number per box, fill in every box. For example, 95 students would be written as:

0 9 5

1. Are you Hispanic or Latino? Fill in one or more ovals.

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Yes, I am Mexican, Mexican American, or Chicano.

Yes, I am Puerto Rican or Puerto Rican American.

Yes, I am Cuban or Cuban American.

Yes, I am from some other Hispanic or Latino background.

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White

Black or African American

Asian

American Indian or Alaska Native

Native Hawaiian or other Pacific Islander

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7. Do you hold a currently valid regular or standard certification from a state other than the one in which you are currently teaching?

Yes

No

VC309886

8. This school year, are you a Highly Qualified Teacher (HQT) according to your state’s requirements?

(Generally, to be Highly Qualified, teachers must meet requirements related to 1) a bachelor’s degree, 2) full state certification, and 3) demonstrate competency in the subject area(s) taught. The HQT requirement is a provision under the No Child Left Behind (NCLB) Act.)

Yes

I meet my state’s requirements for a Highly Qualified Teacher in at least one subject that I teach.

No

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6. What type of teaching certificate do you hold in the state where you currently teach?

Regular or standard state certificate or advanced professional certificate � Skip to Question 8.

Certificate issued after satisfying all requirements except the completion of a probationary period ��Go to Question 7.

Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained ��Go to Question 7.

Certificate issued to persons who must complete a certification program in order to continue teaching �� Go to Question 7.

I do not hold any of the above certificates in the state where I currently teach. � Goto Question 7.

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5. Did you enter teaching through an alternative certification program?

(An alternative program is a program that was designed to expedite the transition of non-teachers to a teaching career, for example, a state, district, or university alternative certification program.)

Yes

No

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Yes

No

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Yes


No

Questions 3–4. For the next two questions, include any full-time teaching assignments, part-time teaching assignments, and long-term substitute assignments, but not student teaching.

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3. Counting this year, how many years have you worked as an elementary or secondary teacher? If less than 4 months total experience, enter “00.”

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4. Counting this year, how many years have you taught mathematics in grades 6 through 12? Include any full-time teaching assignments, part-time teaching assignments, and long-term substitute assignments, but not student teaching. If less than 4 months total experience, enter “00.”

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I do not hold any of the above certificates in the state where I currently teach. � Go to Question 7.


Yes

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11. Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework? Fill in one oval on each line.

a. Mathematics education

b. Mathematics

c. Other mathematics-related subject such as statistics

d. Education (including secondaryeducation)

e. Special education (including students with disabilities)

f. English language learning

H2TQM-BET Page 7

VC309891

9. Are you certified by the National Board for Professional Teaching Standards in at least one content area?

(The National Board for Professional Teaching Standards is a nongovernmental organization that administers National Board certification, a voluntary national assessment program that certifies teachers who meet high professional standards. In order to gain certification, the candidate must at least complete a portfolio of classroom practice and pass one or more tests of content knowledge.)

Yes, I am fully certified by the National Board for Professional Teaching Standards.

I am working towards my National Board certification.

No

HE001012

10. What is the highest academic degree you hold?

High school diploma

Associate’s degree/vocational certification

Bachelor’s degree

Master’s degree

Education specialist’s or professional diploma based on at least one year’s work past master’s degree

Doctorate

Professional degree (e.g., M.D., LL.B., J.D., D.D.S.)

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Yes,a major

Yes, a minor or special emphasis No

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No

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High school diploma


Bachelor’s degree

Master’s degree


Doctorate


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b. Mathematics





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Master’s degree


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a. How students learn mathematics

b. Mathematics theory orapplications

c. Content standards inmathematics

d. Curricular materials available inmathematics (units, texts)

e. Instructional methods forteaching mathematics

f. Effective use of manipulatives inmathematics instruction

g. Effective use of calculators inmathematics instruction

h. Use of computers or othertechnology in mathematicsinstruction

i. Methods for assessing studentsin mathematics

j. Preparation of students fordistrict and state assessments

k. Issues related to ability grouping in mathematics

l. Strategies for teaching mathematics to students fromdiverse backgrounds (including English language learners)

Not Small Moderate Largeat all extent extent extent

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13. Consider all of the professional development activities you participated in during the last two years. To what extent did you learn about each of the following topics? Fill in one oval on each line.

H2TQM-BET Page 9






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12. Did you have a major, minor, or special emphasis in any of the following subjects as part of your graduate coursework? Fill in one oval on each line.

No

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b. Mathematics

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e. Special education (including students withdisabilities)


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Moderate extent

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b. Mathematics theory or applications

c. Content standards in mathematics

d. Curricular materials available in mathematics (units, texts)

e. Instructional methods for teaching mathematics

f. Effective use of manipulatives in mathematics instruction

g. Effective use of calculators in mathematics instruction

h. Use of computers or other technology in mathematics instruction

i. Methods for assessing students in mathematics

j. Preparation of students for district and state assessments


l. Strategies for teaching mathematics to students from diverse backgrounds (including English language learners)

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16. During the last two years have you participated in activities associated with school improvement efforts directed at issues such as adequate yearly progress and state accountability standards?

Yes

No

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15. Do you have special leadership responsibilities for mathematics education at your school—for example, responsibilities as a mentor teacher, lead teacher, resource specialist, departmental chair, or master teacher?

Yes

No

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17. Are you teaching the following mathematics courses to eighth-grade students this year? Include honors sections. Fill in one oval on each line.

a. Remedial mathematics

b. General mathematics

c. Introduction to algebra/pre-algebra

d. Algebra

e. Integrated or sequential mathematics

f. Geometry

H2TQM-BET Page 11

VC304724


Yes

No

VB473855


Yes

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14. During the last two years, did you participate in or lead any of the following professional development activities related to the teaching of mathematics? Fill in one oval on each line.

No

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d. Algebra


f. Geometry

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14. During the last two years, did you participate in or lead any of the following professionaldevelopment activities related to the teaching of mathematics? Fill in one oval on each line.

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Yes No

a. College course taken after your first certification

b. Workshop or training session

c. Conference or professional association meeting

d. Observational visit to another school

e. Mentoring and/or peer observation and coaching as part of a formal arrangement

f. Committee or task force focusing on curriculum, instruction, or student assessment

g. Regularly scheduled discussion or study group

h. Teacher collaborative or network, such as one organized by an outside agency or over the Internet

i. Individual or collaborative research

j. Independent reading on a regular basis—for example, educational journals, books, or the Internet

k. Co-teaching/team teaching

l. Consultation with a mathematics specialist

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e. Mentoring and/or peer observation and coaching aspart of a formal arrangement

f. Committee or task force focusing on curriculum,instruction, or student assessment

g. Regularly scheduled discussion or study group

h. Teacher collaborative or network, such as one organized by an outside agency or over the Internet

i. Individual or collaborative research

j. Independent reading on a regular basis—for example,educational journals, books, or the Internet

k. Co-teaching/team teaching

l. Consultation with a mathematics specialist

Yes No

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d. Algebra


f. Geometry

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17. Are you teaching the following mathematics courses to eighth-grade students this year?Include honors sections. Fill in one oval on each line.

Yes No




d. Algebra


f. Geometry

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3. How many hours of mathematics instruction do your students receive in a typical week?

Less than 3 hours

At least 3 hours, but less than 5 hours


7 or more hours

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4. Are students assigned to this class by ability?

Yes

No

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5. Do you create groups within this class for mathematics instruction on the basis of ability?

Yes

No

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H2TQM-COI Page 13

Part II: Classroom Organization and Instruction – Mathematics

The following questions ask about the organization of your classroom for mathematics instruction. If you teach more than one eighth-grade class, please choose a single class to use as the basis for answering the questions about classroom organization.

If you do not teach mathematics, you have finished this questionnaire. Thank you for your time.

VC311698

1. Which best describes your role in teaching mathematics to this class?

I do not teach mathematics to this class.

I teach all or most subjects, including mathematics.

The only subject I teach is mathematics.

We team teach, and I have primary responsibility for teaching mathematics.

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2. How many students are in this class?

15 or fewer

16–18

19–20

21–25

26 or more

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Less than 3 hours



7 or more hours

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Yes

No

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Yes

No

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H2TQM-COI Page 12 H2TQM-COI




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H2TQM-COI Page 13

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8. To what extent are students permitted to use calculators during mathematics lessons?

Unrestricted use

Restricted use

Calculators are not permitted.

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9. What kind of calculator do your students usually use during mathematics lessons?

None

Basic four-function (addition, subtraction, multiplication, division)

Scientific (not graphing)

Graphing

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6. How often do you use each of the following to assess student progress in mathematics? Fill in one oval on each line.

Never orhardlyever

Once or twice a

year

Once or twice a month

Once or twice a week

HE001131a. Multiple-choice tests

HE001132b. Problem sets

HE001133c. Short (e.g., a phrase or sentence)or long (e.g., several sentences or paragraphs) written responses

HE001134d. Individual or group projects or presentations

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7. Approximately how much mathematics homework do you assign to students in your mathematics class each day?

None

Less than 1 hour

About 1 hour

About 2 to 3 hours

More than 3 hours

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d. Individual or group projects or presentations

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About 1 hour

About 2 to 3 hours

More than 3 hours

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H2TQM-COI Page 14

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VB543516

13. Are computers available for use by you or your students?

Yes, computers are available to my students and to me.

Yes, I have access to computers, but my students do not.

No, neither my students nor I have access to computers at school.

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12. Think about your plans for this mathematics class for the entire year. How much emphasis did you or will you give each of the following? Fill in one oval on each line.

Little or no emphasis

Moderate emphasis

Heavy emphasis

ID110366a. Numbers and operations

ID110367b. Measurement

ID110368c. Geometry

VC767633d. Data analysis, statistics, and probability

VC767634e. Algebra and functions

H2TQM-COI Page 17

VC976178

11. How often do your students use calculators for each of the following purposes? Fill in one oval on each line.

Never orhardlyever



Every day or almost every day

VC976192a. Work along with the whole class on lessons led by you

VC976193b. “Check their work” on problems they do on their own

VC976194c. Calculate the answers to problems they do on their own

VC976196d. Graph mathematical functions

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10. When you give students a mathematics test or quiz, how often do they use a calculator?

Never

Sometimes

Always

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VC976295

15. Which of the following statements best describes how well your school system provides you with the materials and other resources you need for mathematics instruction?

I do not have the resources I need.

I have some of the resources I need.

I have most of the resources I need.

I have all of the resources I need.

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16. When you teach mathematics to your eighth-grade class, do you do any of the following? Fill in one oval on each line.

Not at all

Small extent

Moderate extent

Large extent

VC976363a. Set different achievement standards for some students

VC976364b. Supplement the regular course curriculum with additional material for some students

VC976365c. Have some students engage in different classroom activities

VC976366d. Use a different set of methods in teaching some students

VC976367e. Pace my teaching differently for some students

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H2TQM-COI Page 19

VC976333

14. In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following? Fill in one oval on each line.

Never orhardlyever




VC976334a. Practice or review mathematics topics on the computer

VC976335b. Extend mathematics learning with enrichment activities on the computer

VC976336c. Research a mathematics topic on the Internet or CD-ROM

VC976339d. Use a drawing program for geometric shapes

VC976353e. Use a graphing program

VC976354f. Communicate via e-mail about mathematics

VC976355g. Play mathematics computer games

VC976356h. Use a basic four-function calculator (addition, subtraction,multiplication, division)

VC976358i. Use a scientific (not graphing)calculator

VC976359j. Use a graphing calculator

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e. Use a graphing program

f. Communicate via e-mail about mathematics

g. Play mathematics computer games

h. Use a basic four-function calculator (addition, subtraction, multiplication, division)

i. Use a scientific (not graphing) calculator

j. Use a graphing calculator

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H2TQM-COI Page 18

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17. How often do you do each of the following with individual students to evaluate their progress in mathematics? Fill in one oval on each line.

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year




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b. Set goals for specific progress the student would like to make

c. Discuss progress the student has made toward goals previously set

d. Determine how to adjust your teaching strategies to meet the student’s current learning needs and to reflect the student’s future goals

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Documents

Mathematics Teacher Questionnaire 2011 Grade 8nces.ed.gov/nationsreportcard/pdf/bgq/teacher/BQ11...Mathematics Teacher Questionnaire – Grade 8 Part I: Background, Education, and