Directions: We are gathering this information from all QuarkNet teachers in order to document any effect the program may have. We have found these surveys to be especially helpful in providing information to the QuarkNet staff for program improvement and to the QuarkNet funders. We will keep your responses completely anonymous; they will be compiled with responses from other teachers and reported as collective data.

Address any questions you may have about the survey to M. Jean Young, Ph.D., MJ Young & Associates, 55 E. Rudasill Rd., Tucson, AZ 85704; (520) 575-6981 or email at jyoung@dakotacom.net

Last four digits of your social security number:

QuarkNet Center: please choose. . . Johns Hopkins University Stanford Linear Accelerator Center Stanford University University of Cincinnati University of Maryland University of Minnesota University of Oregon University of Pittsburgh University of South Carolina Vanderbilt University

1. Which best describes the location of your school? Rural Urban, but not inner city Urban, inner city Suburban

2. This school is: PublicPrivate

3. What is the approximate ethnic composition of your school?

	Use only integers
Native American	%
Asian or Pacific Islander	%
Hispanic (regardless of race)	%
African American	%
White (not of Hispanic origin)	%
Please check that your totals sum to 100%

4. What is the approximate socioeconomic composition of your school?

	Use only integers
At or below the poverty level	%
Low income	%
Middle income	%
Upper-middle income	%
High income	%
Please check that your totals sum to 100%

5. What is the total number of students you teach per day?

6. What grade level(s) do you currently teach (Check all that apply.)

Middle School:	6	7	8	9
Junior High School:	7	8	9
High School:	9	10	11	12

7. Which subject(s) do you currently teach?

8. How many years have you been teaching?

9. How often do students in your classes participate in each of the following during science instruction?

Select one on each line.
	Almost Every Day	Once or twice a week	Once or twice a month	Once or twice a semester	Never or hardly ever
a. work in groups
b. work on long-term projects
c. listen and take notes
d. write a report/paper
e. write in journals or logs
f. collect and interpret data
g. follow procedures to do an investigation or solve a problem
h. review homework in class
i. engage in out-of-class activities (including fieldtrips)
j. complete worksheets or answer written questions in class
k. give oral reports or presentations of their work
l. design experiments or solve novel problems
m. use a computer for other than word processing
n. use manipulatives/equipment (not calculators)
o. use computer-based technologies (e.g., CD-ROM, Internet)
p. use a textbook to do assignments in class
q. read a textbook in class
r. work in cooperative learning groups
s. discuss a science- mathematics- technology-related news event
t. do investigations to answer open-ended questions

10. Below are five pairs of statements. Each pair represents opposite ends of a continuum in approaches to teaching. After reading a pair of statements select a position on the line between the statements indicating where you would place your approach (e.g., toward one end, the other, or somewhat in between).

Pair #1
My primary goal is to help students learn terms and formulas and to master skills.								My primary goal is to help students achieve a deeper understanding of key concepts and principles.
Pair #2
In my course(s), I aim for in-depth study of selected topics and issues even if it means sacrificing coverage.								In my course(s), I aim for comprehensive coverage even if it means sacrificing in-depth study.
Pair #3
My students generally learn basic scientific terms and formulas before learning underlying concepts and principles.								My students generally learn basic scientific terms and formulas while learning underlying concepts and principles.
Pair #4
In my class(es), laboratory investigations and problem solving are used to confirm previously-learned concepts.								In my class(es), laboratory investigations and problem solving are used to introduce and explore concepts.
Pair #5
I primarily assess my students' learning based on ability to apply their new situations.								I primarily assess my students' learning based on their their ability to answer knowledge to questions about specific content and processes.

11. The following is a list of objectives that teachers often state as being important in teaching science. Please rank the five (5) you feel are most important by choosing a '1' next to the one you consider most important, a '2' next to the one you feel is next most important, and so on down to '5.'
(Rank order only your top five most important objectives)

- 1 2 3 4 5	a. increase students' interest in science
- 1 2 3 4 5	b. develop/increase a positive attitude about learning
- 1 2 3 4 5	c. prepare students for further study in science
- 1 2 3 4 5	d. increase students' knowledge of important science facts
- 1 2 3 4 5	e. increase students' awareness and importance of science in their daily lives
- 1 2 3 4 5	f. increase students' awareness of careers in science
- 1 2 3 4 5	g. integrate teaching and learning of science
- 1 2 3 4 5	h. develop students' skill in science techniques and processes
- 1 2 3 4 5	i. develop students' skill in problem-solving and inquiry skills
- 1 2 3 4 5	j. develop students' understanding of science principles
- 1 2 3 4 5	k. develop students' skills in working together (cooperatively/collaboratively)
- 1 2 3 4 5	l. prepare students to become scientifically literate citizens
- 1 2 3 4 5	m. other important goal

12. How much does your school provide each of the following types of support for teaching your science class(es)?

1 = Very Much     2 = Somewhat     3 = A Little     4 = Not at All

- 1 2 3 4	a. resources to implement what I learn through professional development activities
- 1 2 3 4	b. encouragement to implement what I learn through professional development activities
- 1 2 3 4	c. time to develop materials in order to implement what I learn through professional development activities
- 1 2 3 4	d. flexibility to choose topics covered in courses I teach
- 1 2 3 4	e. yearly budget to obtain materials

13. For those elements that are applicable in your school in relation to science; please indicate the extent of influence each has on your teaching.

1 = Extensive Influence     2 = Some Influence     3 = Little Influence     4 = No Influence     5 = Not Applicable

- 1 2 3 4 5	a. State curriculum guide or framework
- 1 2 3 4 5	b. District curriculum guide or framework
- 1 2 3 4 5	c. National standards (e.g., Benchmarks, NSES standards)
- 1 2 3 4 5	d. Local improvement effort (such as science reform)
- 1 2 3 4 5	e. State-mandated test
- 1 2 3 4 5	f. District- or department-mandated test
- 1 2 3 4 5	g. Textbook program (commercially-developed)
- 1 2 3 4 5	h. Self-developed curriculum or course
- 1 2 3 4 5	i. Laboratory facilities, equipment, and supplies
- 1 2 3 4 5	j. Availability of computers
- 1 2 3 4 5	k. Parental/community involvement
- 1 2 3 4 5	l. My own science content background
- 1 2 3 4 5	m. My own interests and experience
- 1 2 3 4 5	n. What other teachers with classes like this are doing

14. Indicate the highest degree that you have earned.

- BA BS MA MS MEd MA/LS EdD PhD

15. Subject area of highest degree

16. How many credits beyond this degree?

- 0 1-11 12-17 18-47 48-60 60+

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QuarkNet Participant Information Survey, MJ Young & Associates

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