1. Beliefs About Teaching Algebra

We are preparing to submit a grant proposal to the National Science Foundation next fall and need your help in shaping the proposal.   Thank you for completing this survey that will provide us with the data we need.   Your responses are confidential.   You will not be identified by name

Directions:   Please indicate your belief about each of the questions below by circling any one of the nine responses in the columns on the right side, ranging from (1) “Not at all” to (9) “A Great Deal” as each represents a degree on the continuum.

* 1. Please respond to each of the questions by considering the combination of your current ability, resources, and opportunity to do each of the following in your present position.

  1 - Not at All 2 3 - Very Little 4 5 - Some Degree 6 7 - Quite a Bit 8 9 - A Great Deal
To what extent are students appropriately placed into Algebra?
To what extent are students adequately prepared for Algebra?
How much can you do to help your students value learning Algebra?
To what extent can you craft good questions for your Algebra students?
How much can you do to teach students to create good algebraic proofs?
How much can you do to help students believe they can do well in Algebra?
To what extent do you use a variety of assessment strategies in Algebra?
To what extent can you provide an alternative explanation or example when your students are confused?
To what extent can you assist families in helping their children do well in Algebra?
How well can you implement alternative teaching strategies in Algebra?
To what extent can you facilitate student questions and discussion during Algebra instruction?
How much can you do to influence the achievement of students with low motivation in Algebra?
How much can you do to influence the achievement of students who do computations, but don’t understand the concept of a variable?
To what extent do you have the necessary content knowledge to teach Algebra well?
To what extent do you have the necessary pedagogical (methods of teaching) knowledge to teach Algebra well?
To what extent do you have the necessary knowledge and skills to produce meaningful progress in Algebra for every student?
To what extent do you base your Algebra instruction on a theoretical model of how students learn Algebra?
How much can you do to motivate students who show low interest in Algebra?
How well can you explain to students how algebraic proofs work?

* 2. Please rate your level of knowledge in the following areas by circling the appropriate letter to the right of each statement.

  Excellent Above Average Average Below Average No Knowledge
How would you rate your level of knowledge of the use of manipulatives such as Algebra Tiles in the Algebra classroom?
How would you rate your level of knowledge of the use of the graphing calculator in the Algebra classroom?
How would you rate your capacity to explain Algebra vocabulary?
How would you rate your ability to make use of a variety of grouping practices in the Algebra classroom?
How would you rate your use of strategies to differentiate for varying levels of student knowledge and/or need?

* 3. Please indicate the degree to which you agree or disagree with each statement below by circling the appropriate letter(s) to the right of each statement.

  Strongly Disagree Disagree Uncertain Agree Strongly Agree
Students’ achievement in Algebra is directly related to their teacher’s effectiveness in Algebra teaching.
The teacher is generally responsible for the achievement of students in Algebra.
Increased effort in Algebra teaching produces little change in some students’ Algebra achievement.
The low Algebra achievement of some students cannot generally be blamed on their teachers.
The inadequacy of a student’s Algebra background can be overcome by good teaching.
The use of manipulatives such as Algebra Tiles contribute to effective Algebra teaching.
Specific instruction in Algebra vocabulary is an important part of effective Algebra teaching.
Student questions and discussion are an important part of effective Algebra instruction.
The use of graphing calculators contributes to effective Algebra teaching.
If students are underachieving in Algebra, it is most likely due to ineffective Algebra teaching.
When the Algebra grades of students improve, it is often due to their teacher having found a more effective teaching approach.
I am continually finding better ways to teach Algebra.

* 4. Have the types of students you teach in Algebra changed in the last five years?   If so, how?

* 5. Please list professional development activities you have participated that helped you improve your Algebra teaching.

* 6. What specific topics or techniques would you suggest be included in professional development for improving your Algebra teaching?

* 7. Please rank order the activities you listed above by putting “1” next to the activity you feel would be most beneficial, 2 by the next most beneficial, etc.

* 8. What is your gender?

* 9. What is your racial identity?

* 10. What level do you teach?

* 11. How many years have you taught?

* 12. What school division do you teach in?

* 13. What school do you teach in?

* 14. What is your certification or endorsement? (Please check all that apply.)

* 15. Have you participated in any grant-sponsored professional development?

* 16. Please list all the courses you currently teach and the format in which they are taught; for example, Algebra I for 90 minutes each day for one semester or Geometry for 115 minutes every other day for the whole year.

* 17. What other courses have you taught in the past?

* 18. Your Name:

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