Teaching Beliefs and Mindsets Survey
《金沙中国》整合了教师效能感量表和毅力量表的短表, along with items from the Culturally Responsive Teaching Self-Efficacy Scale.
- 教师效能感量表评估教师认为他们可以影响学生参与的程度, instructional practice, and classroom management. Respondents rate themselves from 1 (nothing) to 9 (a great deal) on 12 statements, such as, “How much can you use a variety of assessment strategies?” (Tschannen-Moran & Woolfolk Hoy, 2001).
- 短时毅力量表评估的是一个人坚持长期目标的倾向. Using a 1-5 scale, a respondent rates a series of eight statements, for example, “Setbacks don’t discourage me” (Duckworth & Quinn, 2009).
- 文化反应性教学自我效能量表评估教师候选人对其实施文化反应性教学实践的能力的自信程度. 考生根据26个陈述记录一个从0(完全没有信心)到100(完全有信心)的数字, for instance, “Establish positive home-school relations” (Siawatu, 2007).
In the Common Indicator System(CIS)CIS Network, 该调查是在准备课程开始时对教师候选人进行在线管理的, and then again at the start and end of their clinical experiences.
Beginning Teacher Survey
“入职教师调查”是在“新教师准备调查”(NTPS)的基础上编制的,该调查由北卡罗来纳大学教育政策倡议的研究人员开发,用于该系统教师教育项目的毕业生. NTPS从学术背景和教学准备这五个方面捕捉了毕业生对他们的准备经历的看法, teacher preparation quality, teacher preparation program components, current teaching practices, and job satisfaction. CIS网络利益相关者修改了NTPS以供CIS使用,增加了解释调查目的的介绍, 修改语言,以确保调查能够在不同的背景下成功实施, 并消除一些问题,使调查集中在关键领域,减轻受访者的工作量. 由此产生的初级教师调查根据毕业生的准备途径,使用26-36个项目捕捉毕业生对五个核心领域的准备经验的看法. CIS网络成员在毕业生第一年全日制课堂教学的早春对他们进行调查.
Employer Survey
雇主调查是2017年马萨诸塞州招聘主要调查的略微修改版本. The survey was developed by the state of Massachusetts, where it is administered annually to all principals who hired a teacher candidate. For the CIS Network, 利益相关者对语言和调查管理逻辑做了轻微的改变,并删除了马萨诸塞州特有的问题. 调查结果包括7个项目,雇主们被要求反映该项目毕业生的质量, 比如“相对于你合作过的所有其他老师(包括新手和有经验的)。, 请注明该教师的表现明显高于或低于平均水平的程度.” In the CIS Network, the survey is administered, at a minimum, 最近的项目毕业生的雇主,他们自己也接受了初任教师调查.
Relevant Descriptive and Validity Research
Bastian, K.C., Sun, M., Lynn, H. (2017). What do graduate surveys tell us about teacher preparation quality? Education Policy Initiative at Carolina. Chapel Hill, NC.
Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 9, 1087-1101.
Duckworth, A.L, & Quinn, P.D. (2009). Development and validation of the Short Grit Scale (Grit-S).
Journal of Personality Assessment, 91, 166-174.
Massachusetts Department of Elementary and Secondary Education. (2017). Educator Preparation Surveys: Technical Report. Massachusetts Department of Elementary and Secondary Education: Malden, MA
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Siawatu, K. O. (2007). 职前教师文化响应性教学自我效能感与结果期望信念. Teaching and Teacher Education, 23, 7, 1086-1101.