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OCR for page 177
APPENDIX B
Committee's Methods
The committee made extensive efforts to identify a broad range of profes-
sional-development activities in the sciences at the K-12 level. In the winter of
1992, the committee advertised requests for information in a variety of journals
and newsletters of professional teacher and scientific organizations. It sent the
same request directly to the members of some organizations and to principal
investigators of programs sponsored by federal agencies and private foundations.
It also posted the request electronically on electronic bulletin boards. Almost 200
programs responded to our requests for information. Those programs repre-
sented a wide range of activities short, topical workshops, 1- to 3-week insti-
tutes during the summer, lecture series during the academic year, and programs
designed to influence systemic reform. The activities were housed in numerous
places university science departments, schools or colleges of education, com-
munity colleges, museums and science and technology centers, nature preserves,
professional societies, and industrial settings. A list of the programs is found in
Appendix A.
An informal questionnaire was sent to all programs that responded to the
committee's request for information. The questionnaire was designed to collect
more specific information about each program but was not designed to be used to
draw statistical inferences from the data. It was impossible to conduct a thorough
review of all programs that responded to the questionnaire. Instead, committee
members reviewed the questionnaires and selected a number of programs for
followup telephone calls and a smaller number for site visits during the summer
of 1992. Programs that were selected for further review had the following char-
acteristics: each had been in existence for a number of years, each had some type
177
OCR for page 178
178
PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS
of evaluation process, and each used the results of the evaluations to revise and
improve itself. During the visits, committee members met with both program
directors and teachers who had participated in the program. In several instances,
committee members talked directly with teachers separately from the program
directors.
The generalizations about professional-development programs found in this
report are derived from both the committee members' professional experiences
and the information gathered from programs around the country. The committee
recognizes that many of its conclusions and recommendations are not based on
empirical evidence, because such data do not exist. Instead, in the absence of
empirical data, the committee drew useful conclusions and inferences from infor-
mation learned from both program directors and teachers who participated in
programs. The committee's intention is to draw attention to characteristics of
programs that seem to be having an impact on the professional lives of teachers
and therefore on the teaching and learning of the nation's students.
OCR for page 179
COMMITTEE'S METHODS
NATIONAL RESEARCH COUNCIL
COMMISSION ON LIFT: SCIENCES
BOARD ON BIOLOGY
C~ttee on Biology Teacher Inservice In ograms
QUESTIONNAIRE FOR SCIENCE INSERVICE PROGRAMS
FEBRUARY 1992
179
lbe goal of the National Rich Council's Committee on Biology Tearer Insenricc
Programs is to identify successful biology inservice programs and assess Be reasons for Heir
success in order to my recommendations for improving opporh~nities for mcb~'
continuing education.
Ihc purpose of this qucstio~e is to determine some ch~ac~ishcs of scicnec inserv~ce
programs at the K-12 level, not only biology inservice programs. Your responses will
remain confidential.
Answer each question as completely as possible. If more space is needed, please attach
additional pages. Slap any questions you feel are not relevant to your program.
PLEASE FILL OllT ONE QUESTIONNAIRE BOOKLET FOR EACH INSERVICE
PROGRAM. YOU MAY MAKE A COPY OF IS BOOKLET FOR EACH
ADDITIONAL INSERVICE PROGRAM.
Name of program:
Adds:
Name of respondent:
Telephone number:
OCR for page 180
180
1. What are the distinctive feature of your program?
2. What has been the most significant Impact Or this pro~m?
3. Hut your program been institutionalized within ~ heal school ~tan?
PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS
Irucn~icc Qucstionn~rc, page
4. How dom your program ena~ge participation by undated populatior~ or
ndnorit, groups?
S. Is teacher inse~ice ~ component of a larger program?
OCR for page 181
COMMITTEE'S METHODS
PROGRAM DESCRIITIlON
c.
d.
e.
f. burned or ind~ scientists
8. I (specify)
C. Who initiated the teacher ins~ioe program? (Circle the Icttcr~s) of your answer)
a. K-12 Lechers
b. school or system administrator
collegel~vc~q ocien&c faculty
collegc/uni~crsity education faculty
collegc/u~ rersity adm~nist~tore
7. How tong ha the teacher insert progran been in option?
I. H~i - ~?
C.
181
Inscrvicc Qucstionnairc, panic 2
t. How are p~pants in the it ~rem Beloved? (lyric the kttcr(,J Kayo-an)
a. ~...~1 ~ ~ Licit
b. all Siam
self~lectod
d. a_
~ (trio
10. How nuns hours of instruction dom each reacher receive during the Ins~vice p~m?
11. What is the average direct cost for each pertkipent In the teacher Instance program?
12. What Is the tool direct cost of the teddy Ir~ioe pin?
13. Wlut parentage of funding for the teache lice program coma from each of the
following sources?
a. federal agencies (specify)
b. sate department of education
c. ante dot of higher oducatiue
d. pnvatc foundlings and indi~ndus:s
e. corporation
f. doll oducdion agencies
g. colleges and um~remiti
h. other (specify)
14. Does me ball school stem provide an, of the folbwlng: (C'rek the l~ncr(sJ of your o~rJ
a operating funds for the program
b. intend contributions
released time for participants
d. direct program support
pay for substitute Embers
none of the above
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182
PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS
l~c~vicc Qucsimuna~rc, page 3
15. On a scale of 0 to 5, how important is each of the following goals to the teacher inserYice
program? For each item, enter a number (0 = 1 - st important; 5 = most imporlant).
a. improve content Icoowledge of the par~icipu~ts
b. Use the range of Aching Eateries for the participants
c. improve Unit outcome
d. network leachers with 6cientim
c. nctworlc teachers with each other
f. develop curricular materials
g. chop temper behavior
h. other ('pocify)
1C. What is the primary unit of participation in the teacher in~r~rice pro~m?
(Circle only one For)
·. individual tempers
b. ted of led
c. entire Tool or dqar~t
d. Are ~1 system
e. other (specify)
17. Wldcb of the follow components are included in the teacher Ice Putnam?
(Ciao the cry) ~ - w I)
·. demonst~oos
b. poor
c. acia~tific h~owbdge
d.
c.
f.
~-
h.
i.
i
1.
deagaung and conducting investigation
field work
m~torship twining
curricula ~
cumculum deYelopm~t
hit ins - ratio"
Icctu~
Lions
access to additional information
18. What percentage of tints is spent on ends of the following activities us the Aches in~r;ice
program?
a. 1ec~16emmar
b. dennD~io"
c. wok ~ 0~)
d. discussioll
e. computer instn~ction
£ field woric
8. A (specify)
19. Does the teach" inse~nce program invoice - 'r of i' e tol:~wing -computer el~ts'
(Cat `~ - ~(5) ~ - I
a. solh~ (editing)
b. 800W~ (~velop~g)
c. interactive video
d. compute actwori~g
e. telecommunications
f. CD-ROM
g. multim`'dis
h. other (~ccify)
OCR for page 183
COMMITTEE'S METHODS
20. Which follow~up activities are part of the teacher Inscribe p~grun?
(Cirdc the l - Arts) Of yow ansmerJ
a. condom visits by scientist
b. ~n8 with Cache"
c. Shooing with ocicotids
d. return to institution vie Ice activity owamd
e. equipment low
f. additional expenma~ts
g. ucondtthird year access to it witty
h. compiling of m~eriale Jcve~d by bacbe"
i. ~'
j. o~oial' mderiale support
It. semis, Mu, otc.
1. "ding for pal
m. DO blowup "vi"
183
/nscrvicc Qucs~ionnairc, page 4
21. Use the ~bk bdow to indicate ~ of the following groups or ~-are Involved or prUdpate
In the teacher Iroer~ce program and he ash he parUdpabd. dam* aU ~ ply
d_ ~ -
~ pro - - ~
Pa
K-t2 bit
It s_
aim
I b look
of o_
~ "d_
K-12 lead
.~4
mu_ ·~#,
_
loci - ;e~
alit
-~ ~Ce 4 - c_
achalhc
If
Mete For
-_ _ P ~- ~PI
amp_ -_-
__ .
_ _
- _
_ _
_
__ ..
, .
.
_
~:
_. _ . ._. ~
OCR for page 184
184
Dow ~ Hap ~ of adhere
~ ~ ~ For ~ ~ chat
cbeqpa u. cow of bide" ewe_
cornea ~ capon of pat
PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS
~nscr~cc g'~c~`ionnairr, page 5
PROGRAM EVALUATION
22. Use the tabb below to indicate Intuit effe `s of the teacher inservice program Iron l - Ire measured
and bar wlmt mahod(s). (Cheat all that aPPO
quest "~ its leaf dbcr
1 1 .
=C
1
=
If you have indicated that you use other methods to collect data, please summarize your methods here:
23. E:stinute the Kurd of awu~ss/k~wbdge about the teacher ir~rice pin in the
following Individuals or groups in your local school district. For em item, enter a
numb" (0 = no sw~; S = high lend of awards).
a wpai~1 -
b. did aimin~advo - ff
c. pn~cip~
d. tot
a. parents
f. fits
g. president of local ~ union
h aci_
24. Have o'er elements of the teacher inservice p~m bom adapted or used bar othe - ?
Thank ~oulor~our Zinc and Whorl. Lease return the con4)kted ques~on~ to:
Board on Biology
N4S 356
National Research Council
2101 Const0~1ltioA Arenue, NW
Washington, DC 20418
Representative terms from entire chapter:
science teachers
