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1. Introduction

We are conducting a short survey. Your answers will help establish and evaluate a particular area of Educational needs, namely Best Instructional Practices, and the direction(s) we need to go to meet these. Your candor is appreciated.

1. Are you aware that there is no single source that identifies and ranks the Best Instructional Practices available for teaching toward typical instructional objectives?

Are you aware that there is no single source that identifies and ranks the Best Instructional Practices available for teaching toward typical instructional objectives? Yes

2. Every profession, from Barbers to neurosurgeons, has a body of core knowledge that all practitioners are expected to know, has it occurred to you that this is not true of teacher certification?

Every profession, from Barbers to neurosurgeons, has a body of core knowledge that all practitioners are expected to know, has it occurred to you that this is not true of teacher certification? Yes	No	Vaguely
Comments

3. Currently teachers are the ones who are most likely to be held accountable for student academic achievement, does this seem fair despite the fact that neither Schools of Education, professors, nor state departments of education have identified and trained teachers in Best Instructional Practices?

Currently teachers are the ones who are most likely to be held accountable for student academic achievement, does this seem fair despite the fact that neither Schools of Education, professors, nor state departments of education have identified and trained teachers in Best Instructional Practices? Yes, professionals are responsible for their choices.	No, teachers can't be expected to choose wisely from choices that were not part of their professional education.	The "Standards"endorsed in every state and by professional associations adequately tell what needs to be taught and approximately how, the teacher & Schools must use these information sources to decide which methods are Best for each situation.
Other (please specify)

4. Identifying a core curriculum of Best Instructional Practices would have the effect of...

Identifying a core curriculum of Best Instructional Practices would have the effect of... reducing teaching to slavishly following recipes.	infringing on the academic freedom of professors of education.	simply make teachers more aware of their options since there easily can be several Best ways to do something.
Other (please specify)

5. Resistance to developing a system for identifying Best Instructional Practices probably has its roots in...

Resistance to developing a system for identifying Best Instructional Practices probably has its roots in... "industry blindness" or simple lack of realization that this has not yet been done.	general fear that greater clarity would be brought to something that some would rather remained ambiguous.	disbelief that this can be done.
Other (please specify)

6. The task of identifying and ranking teaching methods on an open, ongoing website that invites comments from scientists to parents and students could have some dire negative to wonderfully positive effects. Please indicate your estimation of the negative to positive effects of each item below on a 1 to 7 scale. The rankings 1, 2, 3 are negative with 1 being the most negative, 4 should be considered fairly neutral, and 5, 6, or 7 being positive, with 7 being the most positive. This type of rating system would...

								N/A
bring some uniformity to educational process across socio-economic conditions.	*The task of identifying and ranking teaching methods on an open, ongoing website that invites comments from scientists to parents and students could have some dire negative to wonderfully positive effects. Please indicate your estimation of the negative to positive effects of each item below on a 1 to 7 scale. The rankings 1, 2, 3 are negative with 1 being the most negative, 4 should be considered fairly neutral, and 5, 6, or 7 being positive, with 7 being the most positive. This type of rating system would... bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions.	bring some uniformity to educational process across socio-economic conditions. N/A
validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession.	validate Education as a grounded and principled profession. N/A
allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported.	allow for ongoing discourse about when and how to tweak and/or seriously modify a given teaching method as varied conditions and outcomes are reported. N/A
make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective.	make teaching a bit to a good deal more efficient and effective. N/A
increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet.	increase knowledge and awareness of Best Practices to millions of teachers worldwide with access to the internet. N/A
create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning.	create a more sound basis for creative teaching and learning. N/A
be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science.	be one of the cheapest, fastest and first order ways to advance pedagogical (instructional) science. N/A
make teaching boring.	make teaching boring.	make teaching boring.	make teaching boring.	make teaching boring.	make teaching boring.	make teaching boring.	make teaching boring.	make teaching boring. N/A
make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery.	make clearer what we know and do not know about teaching, hence stirring a great deal of new research and discovery. N/A
be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken.	be the most transparent appraisal of a profession's tools ever undertaken. N/A
better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught.	better answer one of the two key questions of professional education, namely HOW as much as What should be taught. N/A
implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education.	implicitly and politely discourage flighty and trendy educational movements that have become the bane of professional education. N/A

Other (please specify)

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1. Introduction

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