A r c h i v e d  I n f o r m a t i o n

Systemic Reform - October 1996

Tables for Chapter 5: Teachers' Practice and Opportunities

Table 13 (part 1)
Perceived Influence on Instruction: Middle School

"To what extent do the following categories influence the content and methods
of your MATH instruction?"
(0 = "no influence"; 3 = "extensive influence")

Surveys

SRS

SRS

SRS

NSFMQ

RUC

States

VT

MI

CA

National

6 states

Textbook/Instructional materials

2.25

2.67

1.0

2.14

0.85

District assessment

1.75

1.67

1.2

1.58

1.31

State assessment

2.00

1.83

1.4

1.79

1.42

District curriculum guide

2.00

1.67

1.2

2.40

0.58

State curriculum guides

1.50

1.83

1.6

2.15

1.02

My principal

1.50

0.67

1.0

\

2.03

My initial teacher preparation

1.75

1.50

1.2

\

\

Inservice training

1.25

1.67

1.6

\

\

Other teachers

1.50

2.33

2.6

\

\

Student interests

1.25

2.00

2.0

\

\

Student needs

2.50

2.83

2.8

\

1.51

My knowledge about particular topics

1.75

2.17

2.2

\

1.26

My beliefs about what topics are important

2.75

2.50

3.0

\

1.79

*Caution: Middle School teacher data from Systemic Reform Survey (SRS) are based on mainly eighth grade teachers. Data from the other surveys include other grade levels.

NSFMQ: Based on teachers from fifth to eighth grade.
RUC: Based on teachers in ninth grade to twelfth grade.

Slashes (\) represent corresponding items are not available in a particular survey.

Table 13 (part 2)
Perceived Influence on Instruction: Middle School

"To what extent do the following categories influence the content and methods
of your READING (WRITING) instruction?"
(0 = "no influence"; 3 = "extensive influence")

Surveys

SRS

SRS

SRS

States

VT

MI

CA

Textbook/Instructional materials

0.83

2.67

1.4

District assessment

1.67

1.67

1.4

State assessment

1.67

1.83

2.0

District curriculum guide

1.17

1.67

1.8

State curriculum guides

0.83

1.83

1.8

My principal

1.00

0.67

0.4

My initial teacher preparation

0.83

1.50

1.0

Inservice training

1.00

1.67

2.4

Other teachers

1.33

2.33

2.0

Student interests

2.33

2.00

2.0

Student needs

2.83

2.83

2.4

My knowledge about particular topics

2.00

2.17

2.4

My beliefs about what topics are important

2.17

2.50

2.6

Table 14
Perceived Influence on Instruction: Elementary School

"To what extent do the following categories influence the content and methods
of your MATH instruction?"
(0 = "no influence"; 3 = "extensive influence")

Surveys

SRS

SRS

SRS

NSFMQ

States

VT

MI

CA

National

Textbook/Instructional materials

1.90

2.20

1.13

2.14

District assessment

1.30

2.00

1.63

1.85

State assessment

2.10

2.20

2.25

1.93

District curriculum guide

1.80

1.60

1.50

2.51

State curriculum guides

1.30

1.10

2.13

2.26

My principal

0.70

1.70

1.13

\

My initial teacher preparation

1.20

1.70

1.75

\

Inservice training

2.20

1.70

2.75

\

Other teachers

1.90

2.40

2.25

\

Student interests

2.30

1.70

2.50

\

Student needs

2.90

2.80

2.88

\

My knowledge about particular topics

2.50

2.50

2.50

\

My beliefs about what topics are important

2.90

2.90

2.63

\

"To what extent do the following categories influence the content and methods
of your READING (WRITING) instruction?"
(0 = "no influence"; 3 = "extensive influence")

Surveys

SRS

SRS

SRS

States

VT

MI

CA

Textbook/Instructional materials

1.10

1.10

1.00

District assessment

1.70

0.60

1.50

State assessment

2.40

1.00

1.50

District curriculum guide

1.70

0.90

1.63

State curriculum guides

1.70

0.60

2.00

My principal

0.30

0.80

1.25

My initial teacher preparation

1.20

2.20

1.75

Inservice training

1.70

1.80

2.38

Other teachers

1.90

2.10

2.25

Student interests

2.60

2.80

2.75

Student needs

2.80

2.60

2.75

My knowledge about particular topics

2.00

2.10

2.63

My beliefs about what topics are important

2.10

2.50

2.50

*Caution: Elementary School teacher data from Systemic Reform Survey (SRS) are based on mainly fourth grade teachers. Data from the other surveys include other grade levels.

NSFMQ: Based on teachers from first to fourth grade.

Slashes (\) represent corresponding items are not available in a particular survey.

Table 15
Influence on School Policies: Middle School

"At this School, how much actual influence do you think teachers have over policy about
MATH instruction for the following?"
(1 - "no influence"; 6 = "a great deal of influence")

Surveys

SRS

SRS

SRS

RUC

NELS

SASS

States

VT

MI

CA

6 states

National

National

The content of inservice programs

5.00

4.00

3.4

3.17

3.42

3.48

Policies on grouping

4.50

5.33

4.8

2.78

3.17

3.17

The curriculum

5.25

5.33

4.8

3.2

3.93

3.7

"At this School, how much actual influence do you think teachers have over policy about
READING (WRITING) instruction for the following?"
(1 = "no influence"; 6 = "a great deal of influence")

Surveys

SRS

SRS

SRS

NELS

SASS

Subjects

Writing

Reading

Writing

English

English

States

VT

MI

CA

National

National

The content of inservice programs

4.5

4.2

3.3

3.48

3.49

Policies on grouping

3.2

4.2

4.5

3.17

2.96

The curriculum

5.5

5.2

5.5

4.06

3.85

*Caution: Middle School teacher data from Systemic Reform Survey (SRS) are based on mainly eighth grade teachers.
Data from the other surveys include other grade levels.

NELS: Based on teachers in only tenth grade.
RUC: Based on teachers in ninth grade to twelfth grade.
SASS: Based on high school teachers.