Appendix C:
Findings from Teacher & Principal Questionaires
|
|
|
Table 1: Teacher Questionnaire - Demographic Questions (Frequencies)
|
| Item
| Description
| Responses
|
| Frequencies
|
|
|
| 1
| Community
| 433
| Urban: 17%
| Rural: 37%
| Suburban: 43%
|
|
| 2
| School
| 449
| K-5/6: 63%
| K-8: 2%
| K-12: 8%
| Other: 28%
|
| 4
| Current grade
| 447
| K: 34%
| Gr 1: 35%
| Gr. 2: 20%
| Other: 11%
|
| 7
| Highest degree
| 445
| BA/BS: 44%
| MA/MS: 55%
| EdS: 1%
|
|
| 8
| Nationally certified
| 416
| Yes: 12%
| No: 88%
|
|
|
| 9
| Undergrad institution
| 449
| In state: 81%
| Out of state: 19%
|
|
|
| 10
| Grad training area
| 267
| varies
|
|
|
|
| 11
| BS credits in leteracy
| 449
| Reported: 65%
| Not reported: 35%
|
|
|
| 14
| Basal Series
| 449
| Yes: 77%
| No: 23%
|
|
|
| 14
| Basal Series
| 332
| Houghton Mifflin: 40%
| Harcourt Brace: 21%
| Scholastic: 14%
| B/G: 9%
|
| 15
| Teaching approach
| 437
| Balanced: 41%
| Multiple: 45%
| Literature: 4%
| Phonics: 4%
|
Table 2: Teacher Questionnaire- Demographic Questions (Descriptive Statistics)
|
| Item
| Description
| Responses
| Range
| Mean
| SD
|
| 3
| No. of students in school
| 418
| 40-2500
| 528
| 235
|
| 5
| No. of students in class
| 428
| 0-45
| 21
| 5
|
| 6
| Years teaching
| 427
| 1-42
| 17
| 10
|
| 6
| Years teaching K-2
| 386
| 0-42
| 14
| 9
|
| 11
| BS credits in literacy
| 292
| 0-200
| 11
| 14
|
| 12
| Post BS credits in literacy
| 346
| 0-250
| 17
| 22
|
| 13
| Instruction: Total
| 324
| 0-360
| 108
| 55
|
| 13
| Instruction: Large Group
| 432
| 0-255
| 42
| 30
|
| 13
| Instruction: Small Group
| 398
| 0-135
| 25
| 20
|
| 13
| Instruction: Individual
| 347
| 0-120
| 13
| 13
|
| 13
| Instruction: Independent
| 422
| 0-135
| 28
| 21
|
Table 3: Teacher Questionnaire- Beliefs (Descriptive statistics)
|
| Item
| Description
| Responses
| Range
| Mean
| SD
| % Agree
| % Neutral
| % Disagree
|
| 1
| Adequate prep for reading
| 444
| 1-5
| 2.9
| 1.2
| 37
| 19
| 43
|
| 2
| Adequate prep for writing
| 445
| 1-5
| 2.5
| 1.1
| 21
| 21
| 57
|
| 3
| Adequate prep for ELL
| 437
| 1-5
| 1.6
| .84
| 3
| 9
| 85
|
| 4
| Reading specialist reinstated
| 424
| 1-5
| 3.6
| 1.1
| 55
| 32
| 13
|
| 5
| Adequate materials
| 443
| 1-5
| 3.5
| 1.1
| 60
| 18
| 21
|
| 6
| Adequate support staff
| 442
| 1-5
| 3.4
| 1.2
| 55
| 17
| 29
|
| 7
| Adequate professional development
| 441
| 1-5
| 3.1
| 1.1
| 43
| 25
| 31
|
| 8
| Collaboration is important
| 444
| 1-5
| 4.7
| .6
| 97
| 2
| 1
|
| 9
| School supports collaboration
| 445
| 1-5
| 2.7
| 1.3
| 30.5
| 15.5
| 54
|
| 10
| School has strong leadership
| 444
| 1-5
| 3.2
| 1.2
| 44
| 24
| 32
|
| 11
| Grouping by skill is good
| 433
| 1-5
| 3.4
| 1.1
| 48
| 31
| 21
|
| 12
| Good understanding of skills & WL
| 444
| 1-5
| 4.1
| .71
| 85
| 13
| 3
|
| 13
| Phonemic awareness is important
| 445
| 1-5
| 4.6
| .56
| 98
| 2
| 0
|
| 14
| Unskilled readers
| 422
| 1-5
| 3.3
| 1.1
| 52
| 22
| 25
|
| 15
| Balanced teaching superior
| 420
| 1-5
| 4.4
| .81
| 86
| 12
| 3
|
Table 4: Teacher Questionnaire- Changes in school (item #16)
|
| Idea (n=360 respondents)
| %
|
| 1.
| More literacy instruction for each student (e.g. literacy block, smaller
class size, more 1 on 1)
| 29
|
| 2.
| Planning and collaboration
| 24
|
| 3.
| Consensus on strategies (e.g. research-based curriculum, balanced approach)
| 23
|
| 4.
| Staff development/continuing education
| 17
|
| 5.
| More support staff (e.g. tutors, educational assistants)
| 13
|
Table 5: Teacher Questionnaire- Changes in state (item #17)
|
| Idea (n=360 respondents)
| %
|
| 1.
| More literacy instruction for each student (e.g. literacy block, smaller
class size, more 1 on 1)
| 29
|
| 2.
| Staff development/continuing education
| 19
|
| 3.
| Support (e.g. funding, services, staff for special groups)
| 17
|
| 4.
| Consensus on strategies (e.g. research-based curriculum, balanced approach)
| 17
|
| 5.
| More services earlier (e.g. all day kindergarten, pre-referral intervention)
| 15
|
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