ED 133 369

DOCU tNT RESUME

5 TM 005 987

TITLE Data Coalection Instruments arid Guideli- _s Developedfor Project LONGSTEP.

DISTIDUTlON Americat Institutes for Research in the Behavior-1sciences, Palo Alto, Calif.

SPONS AGENCY Office of Education (DHEW), Washington, D.C. Officeof Elanning, Budgeting, and Evaluation.

CONTRACT 0EO-0-70-4789NOTE 59p.; For related documents, see ED 132 176-181 and

ED 132 191-193; Several pages may reproduce poorlydue to print quality of original

EDRS PRICEDESCRIPTORS

IDENTIFIE

MF-$0.83 HC-$3.50 Plus Postage.*Academic Achievement; Classroom ObservationTechniques; *Data Collection; *EducationalInnovation; Elementary Secondary Education;*Longitudinal Studies; *Questionnaires; StudentAttitudes; student Characteristics; TeacherAttitudes; Teacher CharacteristicsLongitudinal Study of Educational Practices; *ProjectLONGSTET

ABSTRACTThe general emphasis of Project LONGSTEP

(Lotgitu_inal Study of Educational Practices) was on theidentification of changes in student achievement that occur asresult of intensive educational Innovation. Ihe data collectio.instruments used in Project LONGSTEP provided information on studentcognitive performance, student characteristics, student attitudes,teacher characteristics and educational treatments. Student cognitiveachievement was measured by standard, commercially developedinstrumetts. Student characteristics and attitudes and teachercharacteristics were assessed by questionnaires developedspecifically fox the study. Educational treatment characteristicswere documented by specially designed instruments developed for staff.use duritg site visits. Copies of the final questionnaires, treatmentdocumentation, and classroom documentation instruments are includedherein. Also included is a set of guidelines developed to train fieldobservers in the use of ,.he classroom documentation form.(Author/RC)

** **** Pocuflierits ac uired by ERIC include m ny informal unpublished *

* materials not av ilable from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the guality *

* of the microfiche and hardcopy reproductions ERIC Plakes available *

* via the ERIC Document Eeproduction Service (EDR). EDRS is not *

* responsible for the quality of the original document. Reproductions ** supplied by EDRS an,, tbe best that can be made from the original. *

***********t******4***********************$***********************- *

Cr%

CZ)

ER IC AN INSTITUIES IOr RESEARCHE 9 EI=IAVI0R4L SCIENC ES

P.O. Box 1113, 1791 Aostroder o Rd . Palo Alia , Ca. 943020 415/493-3550

DATA COLLECTION INS'TR(k1EMTS AND GUIDELINES

DEVEUPED FOR PROJECT LONUSTEP

The Longitudinal Study of E_ icational Practices

Contract No, OEC-0-70-4M

Sponsored by:

U. S. Office of EducationOffice of Planning, Budwting, and Evaluation

U. S. Departmcot of Health, Education, and Uelfare

u S QiPATEP4GFi4ELTH.EDUCATION A WEI,EANENAT-10%1AL INSTITUTE DE

EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCE O EXACTLY AS RECEIVED EVOMTHE D ER SON OR ORGANIZAT ION OH low.AT INO. IT POINTS OP VIEW OR OPINIONSSTATED OD NOT NECESSARILY RgPRE-SENT Cr P=IC IAL NATIONAL INSTI TUTE OFEDUCATION Pasi TION OR POLICY

An Equal Or:mot-tunny Er4l

PRIF _CE

The data coflcctjon instrumerts used in Project LONGSTEP providedinformation on student cognitive performance, student eharacteristies,student attitudes, teacher chnracteristies and educational treatments.Student cognitive achievement was neasured by standar.0, commerciallydeveloped instruments. Student characteristics and attitudes andteacher characteristics were assessed by questionnaires developedspecifically fol. the study. Educational treatment characteristicswere documented by specially designed instruments developed for staffuse daring site visits.

Copies of the final questionaaires, treatnent documentation, andclassroom documentation instrunents are included herein. Also includedis a set of guidelines develmped to train field observers in the useof the elassroon documentation forn. For a full discussion of theirdevelopment and use ia Projett LONCSTEP, please refer to Part C ofSection II, Technical Approach, in Volume I of the final report entitledIr122_isc of Educatimal_Tnnovatioa un SLudent Prfoiriianc a: Pro-

TA _B OF CONTENTS

STUDEIC QUESTIONNAIRES

Form A, Grades 1 vrid 2 (teacher c_mpletod)

Form B, Grades 3 through 5 (teacher completed)

Form C, Grades 3 through 5 (student completed)

Form D Grades 6 through 8 (student completed)

Form E, Grades 9 throush 12 (student completed)

TEAC1 QUESTIONI _IRE

EDUCA7IONAL EXPERIENCE ANALYSIS GUIDE (EdEXAG)

CLASSROOM DOCUMENTATION FORM

GUIDELINES FOR THE USE OF THE CLASSROOM DOCUNENTAION FORM

CI-

LO:T,itticlitVil Study oi Edit 01: Jon P r/r;inis

CrilidIford 111,1,1,dr qt:],in pritiltai;'Jilt: Cortr Jat tu thy U. Ol icu ul Er tazaP

-cold 2 ko

IF 'ICU DO NOT HAVEA LABEL DR If' IT ISINCORRECT, FILL IN.SPAGES E 101a

(PLEASE PRINT)

STLIDE

BIRTH DATE Yr

SCHOOL___

I in

ico _ vrici BucIrpt10 :11)

Approva I e:spip.s ju iv 1074

ATTACH LAE3EL HERE

31 1 This child is a

OBoy2 OGirl

2 2. Itow old is -the child?04 or you I Itier

2 C)5

4 0 2OS09 or o Id r

3. is this el ijid00r len tal

2 0Anicricon Indian3 Onloek

Ool Cohan, A/lexicon, or Puerto Rican doscent(DV/bite (othvr than of Cuban, Mexican, or

Puerto Rican descent)

0Other

34 4. With whoa is the child living?

O Both parents (real or adoptive,()Mother but not father()Father but not mother()Other relativesON on.relatives()No informatioi vai fable

Is the head of the child's householdreceiving it.r2lfzire assistance?

OyesON°01\10 information available

NICS Trans-Opti A-321 (OVER )

411

7

2:3

G. %Tint

of how,l.nkfilc doei tin, child's ather (0

You iney not find IlIF1 OHtict jobtinir that comes clo5cs/.

0 ne-:::o--o es; fe cwryfaborer -rid:Cener, rnAd, bus cliivcr, gdr, station

ma worker, waiter, \Naitres,,,0,11 or foromon Ski Ch as

ulurrik,er, e'ectrician, factory forenian,(Ira ftsrn,---,n, technician, beauticien,

S9L1frtz.5. enlisted c-ie.in in armsd for c(..s

00flice or - SUCh baik_

bookku:.1)::r, clerk, office vmdter,

OProfe_._ such 05 tiichr, doctor, !nuire..lay;yer, scftntist, vvorkor, public

filarruler or business owner - such as store orof roi manecier, banker, business owner, farmoporator or owner, government of ficia I, militaryof ricer, teal 05L'ati or iowranc(.r sal5rurn

01 he father (or head of liomehokl) clowin'tONo infonration available

7, What is the probable level of education of thfatiter (or male head of househokl)?

0Grade school0 High schoolo Collega

Doesn't currently hay_

0 No information available

C 0

B. What is the probable level of educatioimother (or female head of household)?

1 OGrode school2 0High school3 COI legc

A 0 No iniforirnatiori available

1

iousehold

9. In my opinion his child makes friends easily.

0 Ye50 No0 I am unable to

In relation:hips: with mhers of the class

the child is

Aggressive0 Of average forc fulrnrss

Passive

I am unable to say

TIT h e child acts

O older t ia I

0 ALIULft age

Younror -.hoe hisO I am unablu to say

f C.C:ZiCir:5,14/ vivh Jrlults the child is

O Vry confidant and solk;ssured0 Modemte:y self-sured

ilMill:M-0O I tun unable to s-,ay

cI ltd Oturvl Proicct Head Start?

O Yeso No0 Nu iaifutriivtiofl available

14. Did tho child attend nursery school other than

Head Star t?

O YesO No0 No i riferiii.ition avsnilebtc

15, Did the ciiId attend kin r_ en?

O Yes2 0 No3 0 No information availc,hle

10. The chilc desire to le, n is

1 0 Above average2 0 About average

O Below average

117 17. How good a tudrent is this child?

1 0 one of the best2 0 Above average

About average

41 OBelt', average

16. This clsilci's attention span is

1, 0 Longer than most others in his class2'j 0 About a ve rarga

3 I ClShortor than most others

A,1.1-1,

1,17-1F ONLY

00000DO@0)0®0 STUDENT(-31

SOO

100000SCHOOL

Lon gi to dilliAIStudy of Demonstration aid c1ltuJ I Prcigrorr s

couthicii,d ow folwricon to..ticoot forUntl!r Cootroo to tho U. S. (Mk& of Liluc.00

4 iind b (1.0 com)Jli-qiN! Lii trja eh r

IF THE LIVIEL AT THE FZIGIIT

CONTAINS NC) STUDENIF

NAME, On IS I NCOHHECT,

FiLl. IN THE SPACES BELOW.

CITY

n t)

Orrice or MOI1 ..'IrNIL 7 1(130

ANN-oral expirr--r.Jtily 1074

ATTACH LABEL HERE

LliSt rilaint.,!

BIRTH DATEYear

00000000000000000000000000)00®C2)00-000C)000C3?®

1. \Nina is the probable level of education of the child'sf other (or mole head of household)?0 Orad schoolCD High school

°College0 Ociesn't currently have a male head of household0 NO int oirnatirm available

2. iliaat is the probable level of educailoi of the child'smother (or female head of household)?

0 Hi,jh school0 Co I h.! gez

Om, infolitwoun uvallabiv

3. Is the bead of the ch hl's household receivingv,-olfare asLastarice?

0o No

I o information available7

4. li'Vnat kind of work does the child's f ather (or head ofhousehold) do? You may not find the exact job listed,but chock the one that comes closest.

iVorkrna or laborer - such as factory worker, cook,gardener, maid, bus driver, gas station attendant,farm worker, waiter, waitressxilled craftsman or foreman - such as carpenter,mechanic, plumber, electrician, factory foreman,policeman, drat tsman, technician, beautician,sea mstress, enlisted man in armed suvices

0 Office worker or sales clerk - such as bank clerk, storeclerk, bookkeeper, mail clerk, office %Norker, secretary

CD Professional - such as teacher, doctor, engineer, lawyer,scientist, dentist, social worker, public accountant

Manager or business owner - such as store oroffice manorpr, banker, business ovkiner, farmoperator or owner, governnieni official, milita yofficer, real estate or insurance salesman

in fdther (or head of household) doesn't w rkNo infoi [nation available

NCS Traris-Op E3- 1 (OVER).-M711=1"Zil

S. In my opiiiaon, this child makes friends easily.

°YesONo0 arn 'noble to say

6. In relationships with other members of the class the

child is0 Açjqresive0Of average fcjrcefulrmss0Pdssive0 I am unable to say

7. The child acts°Older than his age

Ahout his age()Younger than his age01 am unable to say

8. In rela -_nships with adults the child is

0 VerY confident and self-assured0 Modera tely self-assured()Insecure01 am unable to say

9. The child's desire to learn is0 Above averageC)About averageC) Below average

10. How good a student is this child?

0 One of the Exst°Above average0 About average0 Belovv average

This child's attention span is0 Longer than most others ir his class

0 About average0 Shorter than most others

f

A Z

e .11i if: C:73

I 1 i

;

SAMPLE OUES.FION

12. What 16nd of ico crlarn do you liko best?

0 S t whet' ry

Chnodbi

[)| don't

fho 0:ho aosworod the vimple cp.,PctiOn liked chodo1ntft beste SO ho,:1rcif) to tile ni -chocoiato."

NOW WAIT FOR INSTRUCTIONS BEFORE-GOING AHEAD.

n .1 I -111,12

'--

6, f.: vun

1 t.,) ' ; ti

0 I I

,

3. you

.) Or CI Ilt:c.i"1,

1)1 0b, nrPn...rzo Rican

f

0

7.1-10),,/ ht.%!.;,; yrml rwld m hsr.

csitho: ..3choo; t.vor%? Don'terniki( ruagji.ill-n or comir: book.

i 2

0 Aboit

fl

th;:ln 20

yonch. r;!n!-! ,.!=!.lidly srind on

i !,.1!7,' 't1:\

C.)

A bC;I' !r-* d,py

(GO TO NEXT PACiE)

,

;;.

r

(7) ,; 7:

; .-;

12.Di ycw?

;

i Tti!I 2-M7))

:) tali (2720 or mor:1)

1;3. Huw 13;I:=.3:i dn yc..L: Uu co a putaib; library orcriccc vour tif.;hoo1 hor;wy)?

(14-11::__ or inc)i,i

:a,- 3 tirri-r,

0:-;r;-! :1 month

brihis a y,aar

17. Do your friar,is listan no viluit yo_

AIr7-10% always

d

have to say?

(TURN TO NEXT PAGE)-

114 y U.

C) I a a hard

O I ki I 0 ly L:nouti; t by

ir sf.:hoo 1_ you thiok your p;iri..tnis(vont '/u IC) pl.)?

(17)

0S (1-3 vu)rs)

CD G rad t r,t Iorn a 4yor

Get Ijood qrsr-ln,

o Ve:ry inpormnt to ni

O I

0 NO I vOry inrlari

22. If you could changa, WOU hI you he someonedifprimt from yourself?

23, , do you FI a-.101)t. rn1,11i thrilith:, ?

C.) I t's vory Inior nnn

(,) I t'5 1:sdaily idrortuid

I(7) It's sonl.?fliruhs iritcir,?,:irinil

O it's boring 13

'cinw da you fl about EniIisIi (suchsooch)/

O I t's yHry

O I t's Iry ir!tor

Olt's vio:Tlzin

i t's hurinq

25. How good a suodent do you thin your pririi tsmint you to 1-.)..-!?

O Ow Or

O Ahuio ZVe: ra,M1

L) About a rig°

0 They don't care

20. Does your family c3ilt o tiI y newspaper?

O Ye.;

O No

27. How many magazins with di1fere. t titles does yourfamily get regularly at home (such 3S Life, Reader'sDigest, Boys' Life, Seventeen, Farm Journal)?

O None

O 1 or 2

O 3 or 4

O 5 or 6

0 7 kir mo're

23. Flow ofti,:n do you and your pliNints tall< aboutyour school work?

0°

Just about

ce-Or tkNico a we k

cry lay

0 Less thnr onou 0 vvenk

Lon( itudi nal Study of Dernonstr i n Education Progranis

Conducted by the American Intitutos for Fie,inarchLinder Contract to the U. S. Office of Education

Offici.i of kiinag---4illent mi tlt3uti9RtNo. 51- srion

A pprdv,li i:,.apires July 1974

14.A Er1

Grades 6, 7 and 8 (to be con

.1%1

hated by s dent)

Dear Student:The American Institutes

different kinds of school prograibe used to improve schools through°

with the help of your principal and teachers, is making a study ofYour school is one of those chosen for this study. What we learn here mayit the na tion. You can help by answering the questions on the following pages,

IN THE SPACE TO THE RIGHT ATTACH

THE LABEL WHICH CONTA INS ONLY A

NUMBER, MAKE SURE THAT NUMBER IS

THE SAME AS THE NUMBER ON THELABEL 1P1ITH YOUR NAME PR INTED ON IT.

(Plse print)

CITY

STUDENT

BI RTH DA-1'F

SCHOOL

ATTACH LABEL HERE

L.=

N iin First

Year Mortal Day

Middle

SE)(

GRA E

_

OC)0000OC)000C1®C?(DOC9

USE ONLY

00000OCK--2)00OCIGOCD10,0000®CX:VD

I NSTR UCTIONS

Please answer the questions on the fol-lowing pages. Follow these rules:

1. F3e sure to use a No. 2 pencil tomarl( your answers,

Blacken the circle to the left ofanwier you choose for eachquestion.

3. If you change your mind oho it ananswer, erase your old answercompletely.

4. Do not make any other marks otthe pages,

SAMPLE QUESTION

21. What school subject do you like h..

o Nusico Englishe HistoryO Art0 Some o her suhj

The person wiro ammbred the sample questionliked History hest, so he blackened the circleto thc left of History."

NOVV WAIT FOR INSTRUCTIONS RE FOR EGOING AHEAD.

(OVER)

rJcs Trans.Dittiic S3610.321

15 111111

1. What is your sex?MaleFemale

2. How old were you on your last bir day?

01 Ci or you nger01012013014015 or older

3. Are you0 Orientalo Arnerican In ian0 Black0 of Cuban, Ale ion, or Puerto Rican descent0 White (other than of Cuban, Mexican, or Puerto

Rican descent)Co Other

4. With whom do you live?0 Both parents°Mother but not fatherO Father but not [PotherO Other relatives

Non-relatives

(GO TO NEXT PAGE)

16 I HUI

5. hit kind of work does your father do? You may notfind the exact job listed. but check the one that coniesclosest. !Mark only his main job if he works on morethan one job.O V/ork man or labr r - such as factory worker, gardener,

bus driver, gas station attendant, farm worker, waiter0 Skilled_ craftsman or forernan - such as carpenter,

mechanic, plumber, electrician, factory foreman,policeman, draftsman, technician, enlisted man inar med forces

Office worker or sales clerk - such as bank clerk, storeclerk, bookkeeper, mail clerk, off ice worker

Prcbfessional - such as teacher, cloctor, engineer, lawyer,scientist, dentist, social worker, Public accountant

0 iManager or business owner - such as store or officemanager, banker, business owner, farm operator orowner, governmen t official, military officer, r ea I

estate or insurance salesmano Dily father doesn't work0 I don't have a father living at home0 I don't know

G. What kind of work does your mother do? You rhay notfind the exact job listed, but check the one that comesclosest. Mark only her main job if she vvorks on morethan one job.0 'Work man or laborer - such as factory vvorker, cook,

gardener, n-iaid, farrn worker, waitress0 Skilled craftsman or foreman - such as beautician, -factory

foreman, poli CeWO man , technician, seamstress,

practical nurse0 Office worker or sales clerk - such as bank clerk, store

clerk, bookkeeper, mail clerk, office worker, secretaryProfessional - such as teacher, doctor, engineer, lawyer,scientist, dentist, social worker, public accountant

OD/Wager or business owner - such as store or officemanager, banker, business owner, farm operator orowner, government official, real estate or insurancesaleswoman

t\Ay mother doesn't work0 I don't have a mother living it home0 I don't know

7, How far did your father gc in school?0 Grade school0 So me h igh school0 Graduated from high school0 So me college (1 3 years)0 Graduated from a 4-year college0 I don't know

B. How far did your moth0 Grade school°Some h igh school0 Graduated from high school0 Some college (1 - 3 years)0 Graduated from a 4.year college0 I don't know

go in school?

0. Did anyone read to you at home before you star ted first grade?() No

Yes, sorn timesYes, a I ot

0 I don't remember

1 O. How many books did you read during the last six monthsother than for school work? Don't count magazines orcowrie books.

D NonaO 1 or 2O About 50 About m

About 20More than 20

A bout boy/much rime do you usually spend on homework?("Hornework" rne ns school assignments that you do at borne.)D I have no homeworkD I have homework but I don't do itO ,Abeut -12 hour a day

About 1 hour a dayO About 2 hours a

3 hours or more a day

12. Did you go to kinderga en?D YesD No

13. Did you go to nursery school?D YesO NoD I don't remember

14. Flow good a nude a on?

O One of the bestD Above average

About averageD BOW average

15. Do most of your classmates like you?D YesD NoD I don't know

16. Flow do you like sch0 A lotD It's 0,K,0 Not muchO I hate it

I?

17. Mlaking friends is easy for rne.D YesCD No

O Sorneti

(TURN TO NE)(T PAGE)

18. How molly books ,. n your home?None or very few (0 to 9)A few (10 to 24)One bookcase full (25 to D9)

0 Two bookcases full (100 to 249)0 Three or more bookcases full (250 or more)

19. How often do you go to a public library or book obile(not your school library)?

Once a week or moreO 2 or 3 tines a monthO About ono: a monthO A few times a yearO Never

20. Do your friends listen to what you have to say?O A.Irnost alwaysO SometimesO Almost never

27. DCP you enjoy reading?O Yes, a lotO It's O.K.O Iklo

22. My teachers thinkO am a hard workerO I work only hard enough to get by

How far in school do you thinyou to -go?0 -They don't careO Finish high school0 Attend junior college, business

for 1 or 2 years0 Graduate from a 4-year college

your parents want

24. Getting good grades isO 'Very important to me0 ImportantO Not very important

25. How many of your friend0 All of thorno IMost of them0 Some of them0 None of them

26. If you could c

1'from yourself?0 Yes0 No0 I'm not aire

_hnical school

e likely to finish high

ould you be so Bone different

27. How often do you and ycur parents alk about yourschool work?

0 Just about every dayO Once or twice a week0 Less than once a week

28. How irnpor [ant is it, to you, to finish high school?O Very importan to Impor tentO Not very inlportanr

29. How do you feel about math (such as arithmetic algebra)?O It's very interestingO It's usually interesting0 It's sometimes interesting0 It's boring

30. How do you feel about English (such as reading, speech)?O It's very interesting-.-O It's usual ly interesting

sometimes interestingboring

31. How goad a student do you think youryou to be?O One of the bestO Above average0 About averageO They don't care

parenim

32. Good luck is more important than hard work -forO YesO NoO Vm not sure

33. Does your family get a daily newspaper?O YesO No

nt

u cess.

34. How many magazines with different Cities does your familyget regularly at home (such as Life, Reader's Digest,Eloy's Life, Seventeen, Farm Journal)?

o NoneO 1 or 2

ol? 0 3 or 4O 5 or 6O 7 or more

35. How do you think you would feel if you had to stopschool now?

O I'd do almost anything o stay in schoolO I'd try hard to continueO I would be disappointedO I wouldn't care elle way or the otherO Very happy -- I'd like to quit

Longitudinal Study of D u tiu jjstrntion Education ProgrzinisCooduct4d hy tho nuicari ilMiltiUs for iivi.,:arzix

Under Comma to thq U. S. Off ice of Education

Grds 9, 10, 11 arid 12 (to be completed by studient)

Dili& of MAirtproarlt arid BudgimNo. MO

Aptyovitt expir!s July 10)4

Dear Student:American I ltitLf te-s for Research, %,vith the help of your principil and TOinr5, is niaking a study of

so-u-'11 programs_ Your srhool is Dne of those chosen f or this study. Vha-tvve learn h ere niziyused to improve schools th1Oiljhci it the nation. You can help by anslAtering the qu&!stions on the foI1oii ng pages.

IN THE SPACE TO 1HE RIGHT ATTACH

THE LP 13EL. WHICH CONTAI NS ONLY A

NUD.,1E3ER. MAKE SURE THAT NUMBER IS

THE SAME AS THE NUMBER ON THELABE L \AIIII1 YOUR NACVIE PRINTED ON IT.

(Please print)

CITY

STU

BIRTH. D 1E

SCHOD

ATTACH LASEL HERE

= = 1

Las First

Yclar DaySEX

GRADE

CDOCK)00©DC=X300®CD®gO®00(DGC)0®OCDC_g_g:D

oogo,oop000®

o 61)e? oro

usE ONL-v

3C9N-.DOCK0

g(?)

I STRUCTIONS

Please answer the questions on the follow-ing pages. Follow these rules:

1 . Be sure to use a No.. 2 p "-mark your answers.

2. Blacken the circle to the left of theanswer you choose for each ques-tion.

If you chane your mind about ananswer, erase your old answercompletely.

4_ Do not make any other marks onthe pages.

SAMPLE QUESTION

21. Mut school su bject do u like be

o IMUsicEndi sh

o ;--litoryo Art°Sortie other sullict

The person who a riswerud rhe sziolpte cluesliked History hqst,.. so he blackeriud the c ircleto the luft of "History."

NOW WAIT FOR INSTR UCTI MS BEFOREGOING AHEAD,

fIDVE

N CS Tfan)ptic 5361E-02

11111 1 11 I 1111

older

on your last birthday?

I Are you0 Oriental

A meri can Indian0 Black0 of Cuban, Mexican or Puerto Rican descent0 White (other than of Cuban, Mexican or Puerto

Rican0 Other

4. With wham do you live?0 Both parentsOlviother but not father()Father but not mother°Other relatives()Non-relativesClqo one

5. What kind of work does your father do?_You may not

find the exact job listed, but check the one that comes

closest. Nark only his main job if he works on mon

than one inb.0Workman or laborer - such as factory worker, gardener,

bus driver, gas station attandant, farm worker, waiter°Skilled craftsman or foreman - such as carpenter,

mechanic, plumber, elearician, factory foreman,

policeman, draftsman, technician, enlisted man in

armed forces°Office worker or sales clerk - such as bank clerk, store

clerk, bookkeeper, mail clerk, office worker

OProfessional such as teacher, doctor, engineer, lawyer,

scientist, dentist, social worker, public accountantONlanager or business owner - such as store or office

manager, banker, business owner, farm operator or

vvner, government official, military officer, real

estate or insurance salesman0 Pity father doesn't work0 1 don't have a father living at home0 I don't know

What kind of work does your mother do? You (nay notfind the exact job listed, but check the one that comesclosest. IVIark only her main job if she works on more

than one job.0 Workman or laborer_ - such as factory worker, cook,

gardener, maid, farm worker, waitress0 Skilled craftsman or foreman such as beautician,

factory foreman, policewoman, technician, seamstress,practical nurse

0 Office worker ales clerk - such as bank clerk, storeclerk, bookkeeper, nail clerk, office worker, secretaryProfessional such as teacher, doctor, engineer lawyer,scientist, dentist, social worker, public accountant

0 Manager or business owner - such as store or officemanager, banker, business owner, farm operator orowner, government official, real estate or insurance

saleswoman0 Ply mother doesn't workDI don't have a mother living at home0 I don't know

20 I

(GO TO NEXT PAGE)

How far did 'your father gi. in school?0 Grade school()Soma high school0 Graduated from high school()Some college (1-3 years)

Graduated from a 4year college0 I don't know

a. How far did your mother go in school?0 Grade school°Some high school0 Graduated from high school()Some college (1-3 years)()Graduated from a 4year college0 I don't know

9. Did anyone read tofirst grade?0 NoON'es, sometimes0 Yes, a kit01 don't remember

ou at home before you started

10. HOVI many books did you read during the Inst 5 months otherthan for school work? Don't count magazines or c mic books.

None0 1 or 20 About 5011bout 100/About 20&Vlore than 20

1. About how much time do you usually spend on homework?("Hornework" means school assignments that you do at home.)01 have no homework01 have homework but don't do it

Nhout hour a day0About 1 hour a day0A.bout 2 hours a day03 hours or more a day

12. Did you gc0 Yes0 No

o kinderg r n?

13. Did you go to nursery school?0 Yes0 NoO I don't remember

'14. How good a student are you?O One of the best0 Above average0 About averageO Below average

15. Do most of your classmates like you?0 Nes0 INo.01 don't kg,ow

21

16. Hovv do you like school?Ok lotOlt's O.K.ONot much01 hate it

17. Making friends is easy0 Yes

N o

0 Sometimes

113 How many books are in your0 None or very few (0 to 9)0 A few (10 to 24)0 One bookcase full (25 to 99)o Tvio bookcases full (100 to 249)C) Three or more bookcases full (250 or more)

19. How often do you go to a public library or bo mobile(not -your school library)?0 Once a week or more0 2 or 3 times a rnonth0 About once a month0A few times a year0 Never

20. Do your friends listen to what you have to say?Almost always

0Sometimes0 Almost never

21. Do you enjoy ading?0Ye5, a lotOlt's O.K.0No

22. My teachers think01 arn a hard worker01 work only hard enough to get by

23. How far in School do you think your parents wantyou to go?0 They don't care0 Finish high school0 Attend junior college, business or technical school

for 1 or 2 years0 Graduate from a 4year college0 Professional or gr aduate school after college

24. Getting good grades is0 Vory important to rneO ImportantO Not very important

25. How many of your friends are likely to finish high school?0 All of them0 Most of them0 Some of them0 None of them

(TURN TO NEXT PAGE

26, If you could change, woukifrom yourself?

Yes0 No0 no t sure

ou he

27. How often do y u and your parents VII< aboutschool w_ rk?0Just about every day0Once or twice a week0 Less than once a week

28. How inVortitnt is itOVery important

I Inc Jrtan t

ONot very importer,

you, to fini s h school?

29. How do you feel about ma h uch s rithrnetic, algebra)?0 Ifs very interesting0 It's usual ly interesting0 e5 soar times interesting0 It's borin g

30, How do y!:iu feel about English such a reading, speech)?0 I t's very interesting0 1 t's usual ly interestingOlt's sornetirnes interesting0 I t's borin g

31. How good a student do you think yot parents wantyou to be?

One of the best()Above average0About averageOThoy don't care

32. Good luck is more important than hard wcrk for succe0 YesON0

I'm not sure

33. Does your farraily get a daily newsp 7

OYesONo

34. How many magazinesget regularly at home?0 None

l or 203 or 40 5 or 607 or more

different ti

35. How do you think you would feelschool now?

I'd do almost anything to stay in schoolOrd try hard to continue

I would be disappointed01 wouldn't care one wayor th()Very happy -- I'd like to guit

does

u had to stop

36. When my opinions differ from those01 usually keep my opinions to myself

1 usually state my opinions

ther people

37. What do you plan to do af ter high school?Get a full-time job

0Enter military service0Attend junior college, bus ness or technical school

for 1 or 2 years0Attend college for 4 years01 don't know, or none of the above

38. Have you talked with your teacher or counselor aboutwhat you plan to do after you graduate?0 Yes0 No

39. When you finish your education, what sort of a job do youthink you will have? You may not find the exact job listed,but mark the one that comes closest.0 Workman or laborer - such as factory worker, cook,

gardener, maid, bus driver, gas station attendant, farmworker, waiter, waitress

0Skilled craftsman or foreman - such as carpenter,mechanic, plumber, electrician, factory foreman,policeman, draftsman, technician, beautician, searnstress,enlisted man in armed services

Ooffice worker or sales clerk - such as bank clerk, storeclerk, bookkeeper, mail clerk, office worker, secretary

Professional - such as teacher, doctor, engineer, lawyer,scientist, dentist, social worker, public accountant

Manager or business owner - such as store or officemanager, banker, business owner, farrn operator orowner, government official, military officer, real estateor insurance salesman

Longi udinal Study of

This questionnaire is part

by the American Institutes RI

Office of Education. As part

information from teachers in

nstration Educati

UESTIONNAIRE

of a longitudinalstudl

arch under contract wi

f the study we nieed to

participating districts.

The informat n you supply in this questionnaireresearch purposes only and will be confidential. ADAWOrSidentified by teacher name in any reports to USOE or to th

Your prompt completion of tbi questionnaire willcontribution to the longitudini. stidy. Thank you for yr%

Please print.

Ci y

Teacher Name

School

Office of Mannement anNo. 51 - S71030

Approval expires July 1974

gra s

g conducted

the U. S.

certain

be used for

ill not be

hools.

an important

assistance.

LastMiddle

If your name has changed during the past year, pleaSe put a checkk here and fill in below:

(Previous Name

LastFirst.

Conducted by the iax InstitutesUnder Contract to tha U. S. Office o

23

Middle

T-71/72T-1

INSTRUCTIONS

Please answer the questions on the following pages. Follow theSe rules:

1. Be sure to use a pencil to mark your answers.

2. Mark an "X" in the parentheses to the left of the answer youchoose for each question.

3. If you change your mind about an answer, erase your old answercompletely.

Do not make any other marks on the pages.

SAMPLE QUESTION:

12. What school subject do you prefer to teach?

.Music

.English

Mistory

.Art

.Some _-.-her subject

The teacher who ens ered the sample question preferred_to teach his ory,so he marked an "X" in the parentheses to the left of "History".

2 4

T-7 72TEA: ER QUES_ 0 AIRE

PLEASE COMPLETE ALL ITEMS

EXCEPTION: If your name appears on our list of persons for whom teacher ques

information U on file from last year, you may skip Questions #1-

begin with 0..4 on page 4.

What is your sex?

Male

..Female

2. Are you

...Oriental

2 ..American Indian

3 .Black

4 ( ) Of Cuban, MeL all orRican descent

..White (other then of Cuban,

Mexican, or Puerto Rican

descent)

0ther

Where d d you graduate from high

school?

..A high school i this city,

county, or metropolitan area

..A high school All, another area

of the U. S.

.A high school ot equivalent in

another country

What kind of work does ( r did)

your father do? Ylla may not

find the exact job listed, but

check the one that comes

closest. Mark way his main

job if he works more than

one job.

CO 2 5

4

T-2

onnaireand

orkman or laborer - such as

factory worker, gardener, bus

driver, gas station attendant,

farm worker, waiter

.Skilled craftsman or foreman -

such as carpenter, mechanic,

plumber, electrician, factory

foreman, policeman, draftsman,

technician, enlisted man in

armed services

Office worker_or sales clerk -

such as bank clerk, store

clerk, bookkeeper, mail clerk,

office worker

..Professional - such as teacher,

doctor, engineer, lawyer, sci-

entist, dentist, social worker,

public accountant

or busine s owner-

such as store or office manager,

banker, business owner, farm

operator or owner, government

official, military officer, real

estate or insurance salesman

( )...I don't know

12 5. How far did your father go in

school?

.Grade school

Some high school

Graduated from high school

4 ( )...Some college (1-3 years)

..Graduated from a 4-year

college

6 ( )...I don't know

T-71/72

13 How far did your mother go inschool?

( )...Grade school

.Some high school

.Graduated from, high school

.Some college (1-3 years)

( ).Graduated from a 4-yearcollege

don't know

-14-15 7 What was your major field ofStudy in undergraduate school?If you had two majors, mark the

e in which you took most work.

01 ( )...I did not go to college(Skip to Question 13.)

02 ( )...Business-Commercial

03 ( )...Elementary Education

( )...English or Journalism

( ) .Foreign Language

( )...Home Economics

07. ( )...Industrial Arts

( )...Methematics

( )...Music-Art

10 ( )...Physical Education- th

'-11 ( )...Biological or Physical Science

-12 ( )...Social Science, includingHistory

ther

'04

.05

06

08

h of the categories belowbest describes the institutionwhere you took most of youruRdergraduate courses? If youtook equal course work inseveral institutions, answin terms of the last institu ionattended.

APublic - univers ty, college,or technological institution

(cont. next coi n)

2

T-3

.Pnblic - normal school, teacherscollege, junior college, orsimilar public institution

.Private university, college,or technological institution

.Private - normal school,teachers college, junior collegeor similar private institution

17 9 What is the location of thatinstitution?

2

2 6

.in this city, town, or county

.in this state but outside thiscity, town, or county

.in a neighboring state that ispart of this metropolitan area

.In another state in the U. S.

.In a U. S. possession oranother country

10 What was the highest degreeoffered by that institutionwhen you were a student?

.Certificate only

.Bachelor's degree

.Master's degree

.Professional or specialistdiploma (sixth year)

.-.Doctor's degree

11. How would you rate the academiclevel of your undergraduatecollege at the time you attended?(Give your best estimate.)

..Upper 25% of the nation's

colleges and universities

..Middle 50%

..Lower 25%

72T-4

12. Based on your experience as a 27 13. When did you first seriously

teacher, rate the training you consider education as a

received in college, prior to profession?

teaching, in terms of how itprepared you for the following: 1 ( )...Before or during high school

Sub'ect matter re aration

...Excellent

)...Adequate

.Poor

Utilizing innovative teachingmethods

..Excellent

( )...Adequate

.Poor

Understanding students fromanother cultural background

( )...Excellent

2. ( )...Adequate

( ) .Poor

D. arin course materialthe s

( )...Excellent

( )...Adequate

( )...Poor

E. Preparing_course materialthe above average _student

.Excellent

*Adequate

. Poor

F. Notivatin students to learn

( )...Excellent

( )...Adequate

( )...Poor

G. Advising students aboutpersonal problems

Excellent

.Adequate

. Foor

2 ( )...Between high school and college

3 ( )...During college

4 ( )...After college

24 14. Are you currently enrolled orplanning to enroll next summerin any college-level coursesrelated to teaching?

.No

..Yes, I am working toward ateaching certificate orbachelor's degree

( )...Yes, I am working toward a-postgraduate degree

( )...Yes, I am taking a coursebut not working toward a degreeor teaching certificate

15. What is the highest earnedcollege degree you hold? Do

not report honorary degrees.

( )...No degree

( )...A degree or diploma based onless than 4 years of work

( )...A bachelor degree

( )...A master's degree or higher

16. How many credits of college workhave you had beyond your highestdegree? (To convert quarter hoursto semester hours, multiply the

number of quarter hours by 2/3.)

.None

.1 to 10 semester hours

.11 to 20 semester hours

( ..21 to 30 semester hours

.31 or more semester hours

T-71/72 T-5

32

How old were you on your lastbirthday?

..Under 26

( )...26 to 35

.36 to 45

46 to 55

.56 to 65

..66 or older

18. Do you reside within theattendance area or neighbor-hood of this school?

19. How many years of full-timeteaching experience have youhad? (Consider counseling asteaching experience.)

1 ( ). .None

2 .1

3 .2

4 3

5 .4

5-9( )...10-19

..20-29

..30 or more

20. How many years have you taught_in_thia school? (Consider coun-seling as teaching experience.)This is my=

( )...1st year

( )...2nd year

( )...3rd year

( )...4th year

--nt. next column

5 ...5th to 9th year

0 ..10th to 19th year

7 .20th to 29th year

8 .30th year or more

21. What type of state teachingcertifica ion do you have?

28

.Noncertified

Temporary, provisional, oremergency certification

..Regular certification butless than the highest certi-fication in this state

The highest certificationoffered in this state (suchas life, permanent, orlong-term)

22. How did you happen to be assignedto this particular school ratherthan some other school in thedistrict?

.1 chose to work in this school

...I was placed in this school

23. Have you ever attended anytraining programs in remedial_education? (Include inserviceand summer programs, and collegecourses.

.No

( )...Yes, 1

( )...Yes, 2 or 3

( )...Yes, 4 or more

T-71/72

38 24. What will be your total annualsalary from this school systemthis year? (Include supplementsfor extra services, based on

1

2

5

6

,39

T-6

41 27. If you could choose, would yourather be a faculty member insome other school?

supplements earned last year.)

( )...Below $4,000

( )...$4,000 to $5,999

( )...$6,000 to $7,999

( )...$8,000 to $9,999

( )...$10,000 to $11,999

( )...$12,000 to $13,999 42

1

2

3

4

5

( )...Definitely yes

( )...Probably yes

( )...I am undecided

( )...Probably not

( )...Definitely not

28. What seems to be the general

( )...$14,000 or more

25. Overall, how would you rate themajority of your students on howhard they try in school?

(

( ) Good

( )...Average

( )...Fair

( )...Poor

Excellent

26. What is your employment statusin this school system?

( )...I have achieved tenure on acontinuing contract basis

( )...I have a regular full-timeappointment, but I do not

have tenure.

( )...I am a substitute teacher

( )...I am an intern teacher or in

the Teacher Corps

( )...0ther (such as teacher aide,hourly consultant, etc.)

1

reputation of this school amonRteachers outside the school?

( )...Among the very best

2 ( )...Better than average

3 ( )...About average

4 ( )...Below average

5 ( )...A poor school

6 ( )...I don't know

43 29. What is your opinion of thisschool?

9

( )...Among the very best

2 ( )...Better than average

3 ( )...About average

4 ( )...Below average

( )...A poor school

( )...I am undecided

T-71 72

44 30. Do you believe that remedialprograms are generally worth-while? (Such programs areefforts beyond the regularschool program designed to helppupils who are weak in a par-ticular subject, by providingadditional or alternativeinstruction.)

1 ( )...Definitely yes

2 ( )...Probably yes

3 1 am undecided

4 .Probably not.5

.Definitely not

45 31. Do you believe there is a soundbasis in educational policy forgiving compensatory programs todisadvantaged students at extraper pupil cost?

1 ( )...Definitely yes2 ...Probably yes

3 ( )...I am undecided4 ( ) ..Probably not

5 ( )...Definitely not

32. Surveys of school problems showa number of things reported byteachers that reduce the effec-tiveness of the school. Belowis a partial list of such prob-lems. Please indicate if youagree or disagree that theseproblems exist in your school.

46 A Pu ils are undernourished and_poorly clo#ted.

..Agree

.Disagree

B. The different races or ethnic

g-13-on

.Agree

)=_'2

T-

48 C.IIIe ma

ns2L1.-p.ssLz.-sat±JLia_aalasggsliork and getting goodgradcs..Agree

2 Disag ee

49 There are too man abs ncesAmaaganIE-

1 Agree2 ( )...Disagree

50 E. The classes are coo lar

1 ( )...Agree

2 ( )...Disagree

51 F. Too much time has enaaJoikssAaLLIg..

1 ( )...Agree

2 ( )...Disagree

52 G. There is insufficient leadershirom_ the s

1 ( ),..Agree

2 C )...Disagree

53 H.IlLe_20:grILLpul_too much pressure

221.LS11.2._,LLAESLUJI:IELLE.lcL!-E°1 ( )...Agree

2 ( )...Disagree

54 I. The-e isturnover.

1 ( .Agree

2 )...Disagree

much student

55 3. Theparentsinterest in their children'sschool work

1 ..Agree

2 ( )...Disagree

T-71/72

K. There is an inade uate so 1

of apprqpriate_instructional

L1.14-terlaboratory eouipment etc.

...Agree

...Disagree

1

There are too _pilau interropl:

tionsn class periods.

.Agree

.Disagree

- There is too_muchteacherturnover,

( )...Agree

( )...Disagree

There is too much turnoverof administrators,

.Agree

.Disagree

Teachers are ex ected to

tasks.

...Agree

.Disagree

-61 P. Students come from homes wherea dialect inclodin non-

_pg_s-r-glit.11:)ra foreign

12REHP..&_aRaMR-.Agree

..Disagree

Students have little interestn school affairs and little

sense of belonging.

.Agree

.Disagree

T-8

63 3_ Are you a member of any profes-sional teachers' associationsor unions?

1 ( )...No

.2 C ) -Yes, I am an active worker

3 ( )...Yes, I am a member but notan active worker

64 34. Do you read regularly anynational educational or subjectmatter journals such as Today'sEducation, The Nation's Schools,The English Jouroal, etc..

1 ( )...No, not regularly

2 ( )...Yes, I regularly

'3 ( )...Yes, 2 regularly

4 C )...Yes, 3 or more regularly

65 35. Do you expect to remain full-time in public education untilyou reach retirement age?

1 ( )...Definitely yes

)...Probably yes

( )...I am undecided

4 ( )...Probably not

5 ( )...Definitely not

66 36. On the average, how many studentsdo you have per class this year?(If team teaching, indicate num-ber of students per teacher.)

31

( )...Fewer than 10

( )...10 to 14

( )...15 to 19

( )...20 to 24

( )...25 to 29

( )...30 to 34

( )...35 or more

T-71/72

67 37. In what subject matter area doyou do most of your teaching?(Check one.)

..1 teach all subjects to onegrade group

..Science courses such asbiology, chemistry, generalscience, physics

Social studies such as his-tory, civics, and economics

.English including literature,drama, speech, journalism

Mathematics such as algebra,geometry, trigonometry. Donot include commercial arith-metic or shop mathematics.

..Industrial arts, vocationaleducation, commercial orbusiness courses, homeeconomics

69-70

01

02

03

04

05

06

07

08

09

10

11

12

13

39. What is the lowest grade inwhich you teach this year?

.Nursery or kindergarten

.1

( ) 2

( )..

( )...5

( )...6

( )...7

( )...8

( )...9

( )...10

( )...11

( )...12

.0ther such as art, music,health and physical education,foreign language

38. Because of ability grouping ofstudents in some schools, someteachers teach students at pre-dominantly one ability level.Which of the categories belowbest describes your classes?

1 ( )...High ability groups

).Averaga ability gro ps

)...Low ability groups

)...Combinations of variousability levels

32

71-72 40. What is the highest grade inwhich you teach this year?

01 .Nursery or kindergarten

02 ( )...1

03 ( )...2

04 ( )...3

05 ( )...4

: 06 ( )...5

07 ( )...6

,08 ( )...7

09 ( )...8

ltY ( )...9

U. C )...10

H12: ( )...11

( )...12

T-9

Identification of Tr

City

School

Subject Area

Grade

Teacher

EDUCATIONAL EXPERIENCE AN! YSIS GUIDE

NOVEMBER 1971-ent Grou

Group/Section

Individual studen(check if yes &

anti list)

Corresponding stu-dent classmembership no.

Persons contacted

Title

Address

Phone

Time periodcovered

Date of visit

Interviewer

Local Descriptive Titles ofAnalysis Units

1. Does a written statement ofobjectives exist?

Yes (1) (1)No (2) (2) (2)

2. The majority of objectivesare cognitive only:

Yes (1) (1) (1)No (2) (2) (2)

The majority of objectivesare affective only:

Yes 1) (1) (1)No (2) (2) (2)

4. The majority of objectivesare both affective andcognitive:

Yes (1) (1) (1)No (2) (2) (2)

Objectives are stated inspecific behavioral terms:

Yes (1) (1) (1)

No (2) (2) (2)

6. External in- itution influenced choice of treatment:

Yes (1) (1) (1)

No (2) (2) (2)

7. The extent to which materialswere developed by an externalorganization;

Little or none (1) 1) (1)

Some (2) (2) (2)

Almost exclusively 3) (3) (3)

3 4

8. Consultants' role indevelopment of treatment:

No consultant (1) (1) (1)

Fart-time (2) (2) (2)

Full-time (3) (3) (3)

9. Feeder population for eat-ment unit:

Neighborhood school (1) (1) (1)

Some selection processinvolved (2) (2) (2)

10. Is this treatment used else-where in the district?

Yes (1) 1) (1)

No (2) (2) (2)

If yes, describe

Selection of students for treat-ment is based on: (Items 11 - 16)

11. Volunteer students:

Yes (1) (1) (1)

No (2) (2) (2)

12. Achievement leve

Yes (1) (1) (1)

No (2) (2) (2)

13. IQ level:

Yes (1) (1) (1)

No (2) (2) (2)

14. Cultural _ifferences:

Yes (1) (1) (1)

No (2) (2) (2)

15. Social adjustment:

Yes (1) (1) (1)

No (2) (2) (2)

16. Sampling or experimental:

Yes (1) (1) (1)

No (2) (2) (2)

3 5

17. Are there any criteria thestudent must meet in orderto remain in the treatment:

Yes

No

Describe:

18. Status of treatment:

Pilot study or exper-imental

Regular part of cur-riculmn

19. Length of time treatment hasbeen implemented in the school:

Less than 1 schoolyear

1-2 school years

3 or more schoolyears

20. Curriculum for treatment isinterdisciplinary (interdepen-dent across 2 or more subjectareas):

Almost completely

To some extent

Not at all

21. Special funding needed tostart treatment:

Yes

No

22. Lowest level at whiCh decisionto implement treatment occurred:

Teacher level

Principal level

Superintendent level

(1) (1) (1)

(2) (2) (2)

(1) (1)

(2) (2) (2)

(1) (1) (1)

(2) (2) (2)

(3) (3)

(1) (1) (1)

(2) (2) (2)

3) (3) (3)

(1) (1) 1)

(2) (2) (2)

1) (1) (1)

(2) (2) (2),

(3) (3) (3)

-3-

36

Resistance to(Items 23 - 26)

23. Students:

Little or none 1)

Some (2)

A great deal 3)

24. Teachers:

Little or none (1)

Some (2)

A great deal (3)

25. Administra

26. Community:

Little or none (1)

Some (2)

A great deal (3)

Little

Some

A great deal

or none

27. Special furnishings used:

Yes

No

Specify

28. To what extent are unique archi-tectural features a part of this

treatment:

Not at all

--Simple modificationswere required inexisting buildings

Extensive modifica-tions were requiredin existing buildings

New buildings weredesIsned

37

-4-

(4)

1) (1)

(2) (2)

(3) (3)

1 (1)

(2) (2)

(3) (3)

(1)

(2) (2)

(3) (3)

(1) (1)

(2) (2)

(3) (

(1) (1)

(2) (2)

(4)

29. Is a computer used in thistreatment?

Yes

No

Specify how

30. Amount of special pre-serviceor in-service training re-quired of teachers for thistreatment:

None

One or two days

Three days to a week

Between 1 and 2 weeks

More than 2 weeks

31. Are there systematic proceduresfor evaluating teacher perfor-mance?

No

Yes, by supervisoryratings

Yes, by peer ratings

Yes, by class perfor-mance on achievementtests

Yes, by some othermethod

Specify

(1) (1) (1)

(2) (2) (2)

(1) (1)

(2) (2)

(3) (3)

(4) (4)

(5) (5)

(2) (2)

(3) (3)

(4) (4)

(5) (5)

32. What systematic procedures areused for evaluating materials,texts, etc., for acquisitionand usability?

No particular evalua-tion procedure (1) (1) (1)

Individual teacherjudgment (2) (2) (2)

Teacher committeejudgment

Other systematic pro-cedure

Specify

(3) (3) (3)

(4) (4) (4)

38

Scheduling characteristics:

Traditional classperiods

Traditional classperiod with somevariation

Flexible scheduling

34. Organize ion of classrooms:

Traditional fixedgroup organizations

Fixed group with someflexible groupings atsome times

Flex.ble groupings

35. Topics are selected by:

Student only

Student and teacher

Teacher only

Treatment dictatestopic selection

36. Materials and texts are selectedby:

Student only

Student and teacher

Teacher only

Treatment dictatesmaterials/text selec-tion

(1)

(2) (2) (2)

(3) (- ) (3)

(1)

(2) (2) (2)

(3) (3) 3)

(1) (1) (1)

(2) (2) (2)

(3) (3) 3)

(4) (4)

(1) (1) (1)

(2) (2) (2)

(3) (3)

(4) (4) (4)

37. Sequencing decisions are madeby:

Student only (1) 1 1

Student and teacher (2) (2) (2)

Teacher only (3) 3) (3)

Treatment dictatessequencing (4) (4) (4)

-6-

38. Instructional pace:

Individual determ nesown rate

Individual and grouppacing

Group pacing

39. Performance agreements betweenstudent and teacher:

Not used at all

Used for some areasin the treatment

(1) (1)

(2) (2)

(3)

(1) (1)

(2) (2)

Is a major ingredientof the treatment (3)

40. Extent to which some system ofexternal incentives or rewardsis an integral part of thetreatment (something in excessof simple verbal reinforcement):

No external incentivesare used

Some incentives used

External incentivesare an important partof the treatment

41. Size of teaching team:

One teacher per class-room

One teacher withvolunteer aides perclassroom

One teacher withpaid aides per class-room

Team teaching in aclassroom

42. Classroom use made of adultaides:

Instructional,

Clerical or super-vision

Tutorial

Other

(1) (1)

(2) (2)

(4) (4)

(1)

(2) (2)

(3) (3)

(4) (4)

Specify 4 0

43. Treatment uses - udent helpers

Yes

No

44 Classroom use wade of -=udenthelpers:

Instructional

Clerical

Tutorial

Other

Specify

45. Treatment uses volunteers out-side of classroom

Yes

No

46. Treatment requires sensitivitytraining for teachers:

Yes

No

47. Counselors are availablestudents:

At the school full-time

At the school pa t-time

At another location,by appointment

None available

48. Learning disability therapistsand other specialists (speech,reading, etc.) are availableto students=

At the school full-a

At the school part-time

At another location,by appointment

None available

(1) (1) (1)

(2) (2) (2)

(1) (1) (1)

(2) (2) (2)

(3) (3) (3)

(4) (4) (4)

(1) 1) (1)

(2) (2) (2)

(1) (1) (1)

(2) (2) (2)

(1) (1) (1)

(2) (2) (2)

(3) (3) (3)

(4) (4) (4)

(1) (1)

(2) (2) (2)

3) (3) (3)

(4) (4) (4)

41

49. Treatment re uires special stafffor home school liaison:

Yes

No

50. Completeness of special instruc-tional materials:

No special instruc-tional package pro-vided

Package is a supple-ment to regular sub-ject matter instruc-tion

Regular materials sup-plement special mate-rials

Package provides en-tire subject matterinstruction

51. Material diversity within topics:

No diversity

Some topics have 1-verse materialsavailable

Most or all topicshave diverse materialavailable

52. Use of human skill resources ofcommunity (for lectures, demon-strations, etc.):

No use made of them

Some use made of them

Use is an integralpart of the treatment

53. Use of natural resources of thecommunity for the treatment(for example, field trips orcamping trips):

No use made of them

Some use made of them

Use is an integralpart of the treatment

(1) 1) (1)

(2) (2) (2)

(_) (1) (1)

(2) (2) (2)

(3)

(4) (4) (4)

(1) (1),

(2) (2)

(3)

(1) (1)

(2) (2) (2)

(3) (3)

(1) (1) (1)

(2) (2) (2)

(3) (3) (3)

42

54. Use of neighboring institutions(universities and businesses):

No use made of them

Some use made of them

Use is an integralpart of the treatment

55. Extent of library facilities:

(1)

(2)

(3)

(1)

(2)

(3)

No library (1) (1)

Library, but nolibrarian (2) (2)

Part-time librarian (3) (3)

Full-time librarian (4) (4)

56. Accessib lity of library:

No library (1) 1)

Use after school only (2) (2)

Scheduled use duringschool hours 3) (3)

Free access any periodduring day (4) (4)

57. Utilization of instructionalmaterials media centers:

No use made of them 1) (1)

Some use made of them (2) (2)

Extensive use made ofthem (3)

58. Treatment requires use of tele-vision in-the classroom:

Yes 1 (1)

No (2) (2)

59. Special equipment requirements:

Yes (1) 1)

No (2) (2)

Specify

-10-

43

60. Dependence upon teacher-developedor other locally developedmaterials:

No dependence

Some dependence

Complete dependence

61. Use of commercially publishedtextbooks:

Textbooks are not used

Textbooks are used butsupplemented by addi-tional material

Other materials usedbut supplemented bytextbooks

Textbooks are used asthe complete sourcewith no additionalmaterials

62. Ex ent to which program usesma erial developed by studentsin the classroom:

Students develop nomaterials

Students develop onlysome materials

Students develop allmaterials

63. Structure of classroom:

Ordinary classroom(4 distinct wa lswith a door)

Multiple classroomsseparated by movablepartitions

No partitions--openspace

64. Use made of special medical ordietetic services:

No use made of them

Some use made of them

Use is an integralpart of the treatment

The following group of items apply both to an evaluation of theeducational treatment and to diagnostic and evaluation effortsdirected toward individual students as indicated. Blanks inresponse space indicate no response appropriate.

65. Are standardized achieve-ment tests used:

Yes

No

66. Are iaormal classroom diag-nostic procedures used:

Yes

No

67. Classroom use made of tests:

Achievement measure-ment only with noeffect on treatment

Achievement sequencingand pacing

Achievement sequencing,pacing and revision ofmaterials

68. Feedback of test results toteacher:

Teacher receivesregular feedback onall students

Teacher receivesfeedback only whenrequested

Teacher receives nofeedback

69. Achievement tests are used forevaluation of class performance

Yes

No

reatment Student Treatment Student Treatment Studentl

(1) (1) (1) (1) (1) (1)

(2) (2) (2) (2) (2) (2)

1) (1) (1) (1) 1) (1)

(2) (2) (2) (2) (2) (2)

(1) (1)

(2) (2)

(1) (1) (1)

(2) (2) (2) (2)

(3) (3) (3)

(1) 1) (1)

(2) (2) (2)

4 5

-12-

70. Achievement tests are usedfor evaluating individualneeds:

Yes

No

71. Are evaluative proceduresused to confirm the attain-ment of objectives:

Yes

No

72. Evaluation is used to modifytreatment:

Yes

No

73. -Are administrative and man-agement procedures subjectto evaluation:

Yes

No

74. Do evaluative procedures re-quire the collection of affec-tive/attitudinal/inter-personaldata:

Yes

No

75. Are evaluative proceduresregular and systematic:

Yes

No

76. Is evaluation by administ ive/Supervisory personnel:

Yes

2c)

Treatment Studenj Treatment Studen. Treatment Studani

(1) (1) (1)

(2) (2) (2)

1) 1 (1)

(2) (2) (2)

(1) (1) (1) 1) (1) (1)

(2) (2) (2) (2) (2) (2)

(1) (1) (1)

(2) (2) (2)

(1) (1) (1) (1) (1) 1)

(2) (2) (2) (2) (2) (2)

(1) (1) (1) (1) (1) (1)

(2) (2) (2) (2) (2) (2)

(1) (1) 1)

(2) (2) (2)

4 6

-13-

77. Is evaluation by teachers:

Yes

No

78. Is evaluation by personnelwith professional qualifi-cations in research 'methods:

Yes

No

Treatment Student Treatment Student Trea -ent Studen

(1) (1) (1)

(2) (2) (2)

(1) (1) (1)

(2) (2) (2)

-14-

47

COMPLETE FOR EACH_ ANALYSIS UNIT fAnalysis GuideColumn Number

GRADE BY SUBJECT EXPOSURE TIME3-1

Gradeurs er D- b Sublect_Area in this Mal -sis Unit

LanguageArts Math _Science

SocialStudie_

2

7

10

11

12

Number School Days :Semester

TREATIENT HISTORY

School Year

Years Treatment Has Been in Effect for the Students PRESENTLY inthe Grades Included in This Analysis Unit Description

Years Students in this Grade Could Have Had this Treatment

This Year LanguageArts Math Science

SocialStudies_ ---

6

10

11

12

4 8

COMPLETE FOR EACH ANALYSIS UNIT

GRADE BY SUBJECT EYPOSURE TIME

Analysis GuideColumn Number

GradeHours -e-

LanguageArts

Sub'ect Area in thi 1 sis

Math ScienceSocial

1

3

4

5

6

7

8

9

10

11

2

Number School Days :

TREATMENT HISTORY

School Year

Years Treatment Has Been in Effect for the Students PRESENTLY inthe Grades Included in This Analysis Unit Description

GradeThis Year

Number of Years Students in this

Math

Grade Could

Science

Have Had thiS TreatmentLanguageArts

SocialStudies

9

10

11

2

49

COMPLETE FOR EACH ANALYSIS UNIT

GRADE BY SUBJECT EXPOSURE TIME

Subi- t Area in this Anal

Analysis GuideColumn Number

Langue eArts

SociaStudies

er School Days :Semester

TREATMENT HISTORY

School Year

Years Treatment Has.Been in Effect for the Student's PRESENTLY inthe Grades Included in This Analysis Unit Description

GradeThis Year

Number of Years Students in this Grade Could Have Had this T eatment

LanguageArts Math Science

SocialStudies__

8

9

12

5 0

DOCUNTATIQN_FM

(1) Deg_ree of: Grouping (Check only one)

Almost all are studying: About 1/2 and 1/2 are studying:

lindividually 4individually and in small groupsand in large groups

group and large groupsmall groups and large groups

Fewstu- About

None dents half

Moststu-dents

'qn small groups individually----6small3in large groups

7studying ndividually, in

Focus of Activities

(2)

(3)

Cognitive activity subject ma -e.r)

Affective activity attitudes, self-concept)

0 1 2

0 ---1 2

Classroom Climate Lo- Average High

(4) Student freedom and mobility 1 2 3

(5) Student enthusiasm and interest(6) Teacher enthusiasm and interest in

subject matter 2

(7) Teacher projection of warmth topupils 2

Present,Not not in Present

Use of Materials present use in use

(8) Printed materials (texts, workbooks,P.I., etc.)

(9) Visual materials (films, filmstrips,pictures, etc.) 2

10)-

Audio materials tapes, records,radio, etc.) 2

(11) Manipulative materials (cuisenairerods, educational games, flashcard, etc.) 1 2

(12) Instructional guides (Mr's, con-tracts, worksheets, LPAS, etc.) 2

Locus of Control

Decisions

Decisions

Decisions

Decisions

about

about

about

about

topic of study

learning materials

sequencing

rate and pacing(

5 1

EEAG#

35

36

37

38

Mostlyteacherdecided

0000

Mostlyjointlydecided

00 00 0

0

Mostlylearnerdecided

Notes:

Date

Time

Observer

(Class, grade, teacher,subject actually observed)

DOCUMENTATION FORM

City

School

Subject

Grade

Teacher(s

1nstrnnent Code LL. 4 (9-10)

Unsatis-Classroom Environment factory Average. Excellent

(13) Lighting conditions 1 2 3

(14) Heating/ventilating condi ions(15) Sound conditions

Unsatis-Stud_y_ Arrangements factory Average Excellent

(16) Amount of study space per student 1 2

(17) Flexibility of seating arrangement(18) Opportunity for privacy (carrels, etc. 1 2 3

None

In school,availableonly with

In school,easilyavailable

In class-room,easily

Access to Resources available scheduling to student available

(19)

(20)

Audio materials 0-----0

Visual materials

1

-----12

----23

3

Supplementary printed-

(21)

materiels 1 2 3

Notes:

5 2

4

Cuidelines_for Use_of_ the pas-room Docu entation_

Overvi

The purpose of classroom documentation is te add,to our understanding of

educational experiences (treatments) which we have identified at each school.

By looking'in one classroom chosen from the set of classrooms receiving a

particular treatment, we are able to obtain new information not previously

collected by interview methods. We are also able to vergy certain informa-

tion previously obtained by interview methods. It is important to document

both language_arts and mathematics since criterion measures of achievement

growth are being obtained by OTBS in these two areas.

A very short documentation form has been prepared comprising some 21 new

items and lour verification itums. All siLe visitors should study Lhu follow-

ing explanation of those items and the examples given before attending the

training sessions on the use of the form.- Videotapes of classrooms from two

sites will be used to practice in the use of the form. Our objLc_111,11.2g

alf_qickgfl__aaL2.2sL.pacjm with the form is to increase inter-rater

reliabilit for all obtained information Toward that end we ask that site

documenters apply the explanations and guidelines as given with a minimum of

personal interpretation or redefinition.

5 3

DECREE oy_c_ROLTINq

The intent is to describe whether the class is studying in an individu-

ized, small group or large group mode or some combination ot these, rela-

tive to the subject matter.

Indivilualized is defined as studying singly or in "independent"

pairs. If everyone is studying the same assignment it should be

classed as large group. Note that"the same assignment"refers to

a task (reading a given chapter, etc.) and not to a topic (learn-

ing vocabulary, etc.).

.11-111:_g_r_oun is defined as studying in a group o= three to nine.

LaTge_group is defined as studying in a group of ten or more.

Example #1. A class of 25, composed of one group of 12 children,

two groups of four children, and five children studying independently.

Mark answer 7.

anakLi2.1.

Mark answer 2.

ss of 24, composed of three groups of 8 children.

Example #3, A class of 30, all are studying individually but during

the 15-minute period all students form into a single group for further

nstruetion. Mark answer 5.

1

5 4

FOCUS OF ACTIViTtES

intent is to describe whether the class is studying cognitive o

atfe--ive material or both. If the school schedule calls for either Language

Arts or Mathematics to be taught but the class is not actually engaged in

that activity, delay documentation until study beg

znitive material is defined as the acquisition of information

or skills in Language Arts or Mathematics.

Affective material is defined as the developme-,t of positive

attitudes toward elf or others.

Exam le, 111. A class-is solving arLthlnotic computation problems,

nothing else is happening. Score 4 on cognitive and 1 on

affective.

Exam e #2. A class is engaged in two activities. About half the

class is working on vocabulary dc7=1opment. The other half of th2

class is studying social studies. -No other aftivity is occurring.

Score 3 on cognitive. Score 1 on affective.

Example 113. A class is engaged in two activities- About half of

the group is reading a story. The story is designed to nodify attitudes

about ethnic groups. The other half of the class is studying fractions.

Score 3 on cognitive for Language Arts or Mathematics depending on

which is being documented on that sheet.' Score 3 on affective for

Language Arts, but score 1 for affective on Mathematics.

2

, OF I,S

The intent is to describe the va lety in type materials present or

in use in the classroom. Matori7 should be road ly visible (e.g.,

sl Ives, open-access cabinets) in the classroom or learning center.

Printed m,

verbal and

al are these materlals which are essentially

paper forn. Texts, workbooks, programmed instralc-

tion materials and SRA Reading kits fall in this category.

Visual mate_'_als defined as befor

Audio defined as before.

Larja_ulative materials are those objects which are essc tinlly

handled or examined directly. Models, specimens, and activity

mater,-!als such as euisenaire rods, educational games and flash

cards fall in this category.

Instructional uides ara the special class of materials which

dire-.- children to appropriate study materials for attainment of

objectives. In general, these guides pertain to modules.of in7

strw2tion and are used individn=?_ly by children. Note that La

structional guides need not constantly be in use er be used by

all students. The critical question is whether the children

are doing what they are doing because an instructional guide

prompted dnat activity. achinglearng units, learning ac-

tivity packages, contracts, continuous progress worksheets, and

teacher-made modules fail in this category.

x.alriple_ifflU A. class is engaged in oral reading. Visible in the M

are manipulative materials and filmstrips. Score 3 on printed materials,

2 on visual materials, 1 ea audio materials, 2 on manipulative

materials, and 1 on instructional -uides.

Exam le #2. A. class is using teaching-learning units in an individualized

mode. Some children are reading, some working with flash cards. In a

nearby media center, some are listening to tapes and some are viewing an

8mm film. Score 3 on ell categories.

The documenter may have to move to another location to seewhat various class mgmbers are doing.

3

56

_CLASS_IWOH E'NVIRO EN7

The intet_ i_ to describe the physical environment in which learning

lace and tu note whether the circumstances are favorable or unfavo r-

able.

Lightin conditions a-, defined as adequacy of illumination and

sufficient contrast t make most educational materials clearly

visible throughout the room. Inadequate means globe lights,

glare or major contrasts throughout the room. Adequate means

conditions support rather than hinder learning. Excellent means

illumination is "ideal," that is, evenly distributed throughout

the classroom and there is a light level on work star' ces so as

to be suitable for reeding fine print.

Heating_ventilatiag_conditions_ are defined as temperature and

humidity balance throughout the room. Inadequate means the room

is too hot or too cold, or is stuffy as a result of unsatisfacterY

heating or ventilating controls. Adequate means conditions sup-

port rather than hinder learning. Excellent means the room is

mechanically climate-controlled, that is, an "ideal" climate is

maintained regardless of weathet conditions..

Sound conditions are defined as the acoustical qualities which

enable the hearing of instructional content while at the sane

tine suppressing ambient noise. Inadequate means bare floor,

ceiling and walls. Adequate moans conditions support rather than

hinder learning. Excellent means thatacoustical treatment is

evident in carpeting and wall or ceiling treatment so that re-

verberation is 'al and transmitted soUnd from external sources

fs suppress d.

Example #1. A room is old, wood floor, bare walls, globe lights, black

chalkboard, sunny side of the building, with radiator heating. Score 1

on lighting, I oft heating and 1 on sound.

Example 1/2. A portable room has acoustic tiled walls and is carpeted wall-

to-wall, has a number of "soft" florescent lights, a green chalkboard, and

has a free-standing stove heater. Score 3 on lighting, 1 on heating,

and 2 on sound.

4

57

mDY (11-ANCEMENIS

The intent is to document thc facilitje s for

flexibility and privacy.

unt of study space ner student is defined as the wailab1lityof table or desk surfaces ample for the reasonable spreading out

instructional materials. Adequate means sufficient room to

spread out alworkbook, notebook and tablet to be worIced on simul-

taneously by each child. Inadequate means insufficient room to

spread out such study materials. Excellent means sufficient room

to spread out these items plus additional work surface space be-

ing available to each cnild.

Flexibility of seating arrangetnents is defined as the relative

"fixedness" to the room seating. Inadequate means fix.ed seats

movable but no room for anything but conventional rows. Ade-

quate means that some rearrangement is possible but that furni-

ture desigA or space limitations fall short of being ideal. In

tIlc case of large tables use re:Rgnaable judgment as to the prob-

ability of its being moved for instructional purposes. Excellent

is the provision of small tables or desks that are designed for

easy rearrangement and the availability of plenty of room in

wbich to move them.

Opportunity for privacy is defined as the a ailability of carrels

or positioning of some desks or mmall tables so as to allow un-

distracted study. Inadequate means no such spaces or room for

only one or bwo. Adequate means provision for 3 to 5 persons to

study in relative privacy from other classroom activities. Ex-

cellent means provision for at least 25% of the class UP engage

in undisturbed study.

I.2_;ER_Lja, A classroom is layge with few s udents and has small

tables and chairs in various arrangmments. An auxiliary media center,

used by the class, contains study carrels. Score 3 on all items.

Example #2. A classroom 'has desks with affixed seats, in rows, in a

fairly crowded room. An auxiliary media center, used by the class,

has two large tables wIth choirs all around them. Score 1 on all

5

A TY ILI ICES

The intent is to document the availability of resources thnt the student

may want to drau on to supplement his basic learning materials.

Audip materials arc those materials which essentially depend on

sound, wheth-- r-corded or transmitted. 'Tapes, records, radio,

end Language 1aster audio cards fall in this category.

Visual no.terinis are those materials which are essentially p_ictorial

or graphic representations with educational value. Films, filmstrips,

or stud), prints fall in this category.

§110/12flaSal-y_uinted materials ate defined as library-type materials.

Example(l. A classroom is "traditional" with little storage of

materials in the roorn. With permission, children So to a library

containing only books. Nu media center exists and the principal

keeps equipment in a supply room for issue to teachers. Score l on

audin mAterials and visuAl materiplq Score 2 on supplementary

printed materials.

Example ffq. A. classroom is a math classroom (at the junior high

level) with a wide variety of printed and manipulative materials in

it. Students also freely use a well stocked learning resources center

with audio, visual and book materials. Score 3 on audio and visual

materials. Score 4 on supplementary printed materials.

NOTE: Space is provided for remarks about the Learning setting or the dynamics

f the teaching-learning interaction which are not covered by the scored items

on the documentation sheet. For instance, the comments may concern things ob-

served which nay bLip in completing the EDEXAG treatment description.

Example: "Objectivcs of the day's study were read aloud to the

children. Two teacher aides were present throughout."

59