Participant and school data



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Teaching and Reading: Attitudes and Practices Survey

The following questions will give us a better understanding of you. Please complete all information.


PARTICIPANT AND SCHOOL DATA
1. Gender

 Female


 Male
2. Age

 Under 25

 26-30

 31-35


 36-40

 41-45


 46-50

 Over 51


3. Ethnicity

 African-American

 Asian-American

 Caucasian American

 Latino/Latina

 Native-American

 Other
4. What grade level(s) or area(s) are you currently teaching? (check all that apply)

 Kindergarten

First Grade

 Second Grade

 Third Grade

 Fourth Grade

 Fifth Grade

 Sixth Grade

 Seventh Grade

 Eighth Grade

 Title I

Special Education

 Gifted Program

 Reading Specialist

 Other

5. What is the highest degree you have received?



 BA / BS

 MA / MS

 6th Year / Specialist

 PhD / EdD


6. Including this year, how many full-time years of teaching experience do you have?

______ years

7. Which of the following best describes your school’s setting?

 Urban


 Rural

 Suburban

8. Which best describes your school?

 Public


 Private (non-parochial)

 Parochial

 Other
9. What grade levels are represented in your school? (i. e., K-6)

___________________________________


10. Does your school have a gifted program?

 Yes


 No

11. Which, if any, components of a gifted program does your school include? (check all that apply)

 Pull out / resource room

 Gifted teacher / specialist

Cluster grouping

 Self-contained class for gifted

 Honors / advanced content area class

 Cross-grade grouping

 Other

12. For this survey, talented readers are defined as those students who read two or more years above the average reader in your classroom. If you do not have any talented readers in your class this year, think about those you have taught in the past.




I do not have enough training in reading to teach talented readers effectively.

Students who read above grade level are a pleasure to teach.

I am able to teach talented readers how to analyze what they read.

I enjoy reading children's books.

Colleagues ask for my advice when they create lessons for their talented readers.

I enjoy talking to a child who has a large vocabulary.

I don't really think of myself as a reader.

I am able to challenge talented readers in my class.

I have trouble finding reading material that interests me.

I enjoy teaching talented readers.

I enjoy working with students who want to discuss complex ideas during class.

I would rather watch TV than read a book.

I enjoy browsing in book stores.

I am better at teaching talented readers than most of my colleagues.

I don't know if I can challenge my most talented readers.

When I have spare time, I choose to read.

I am an effective reading teacher.

I enjoy recommending books to talented readers in my class.

It is more important to spend time working with struggling readers than with talented readers.

I receive personal satisfaction when I read.

I always have a few books around waiting to be read.

I am able to modify curricular content to match the ability levels of my students.

I have difficulty challenging my talented readers.

I've always been an avid reader.

I value the time I spend with the talented readers in my class.

I am able to pose questions that challenge talented readers.

I love teaching talented readers.

I am able to help students choose books that challenge them.

Talented readers are my favorite students.

I am able to help students choose books that will interest them.



 Strongly Disagree

 Disagree

Somewhat Disagree

 Neutral/ Undecided

 Somewhat Agree

 Agree


 Strongly Agree

13. Which category most accurately describes the type of text or series currently used in your school? (check all that apply)

 Basal reader

 Literature Anthology

 Trade Books

 Other
14. How often do you use a reading textbook (Literature Anthology or Basal) with your students?

 Daily

 Every other day



 Weekly

 Every two weeks

Once a month

 Every couple of months

 Never
15. Please indicate in which, if any, of the following topics you have received formal training.
These experiences may have occurred during school in-service training, workshops or conferences you have attended, or university courses you have taken. (check all that apply)

 Guided Reading

Junior Great Books

 Reading Workshop

 Whole Language

Success For All

 Accelerated Reader

 Differentiation

 Literature Circles

 Phonics Instruction

 Curriculum Compacting

 Schoolwide Enrichment Model Reading Framework


16. From the same choices in Question 15, indicate which, if any, of the topics you currently use in your classroom. (check all that apply)

 Guided Reading

 Junior Great Books

 Reading Workshop

 Whole Language

 Success For All

 Accelerated Reader

 Differentiation

 Literature Circles

 Phonics Instruction

 Curriculum Compacting

 Schoolwide Enrichment Model Reading Framework

17. About how many minutes per week do you teach reading?

________ minutes

18. How many of those minutes are spent working exclusively with each of the following groups?

Struggling readers (those reading at least two grades below average class peers): ___________

Talented readers:(those reading at least two grades below average class peers): ___________

19. About how many minutes per week do you spend preparing to teach reading?

________ minutes
20. About what percent of your preparation time is spent preparing to teach:

Struggling readers ( those reading at least two grades below average class peers): % ___________

Talented readers:(those reading at least two grades below average class peers): % ___________

21. Please answer the next section thinking about how many of the last ten school days you've done each of the activities listed with your students.



Activity

How Many of the Last

10 School Days?



Read a picture book to your class.

Took your students to the library.

Stayed in the library with your students.

Had students read from a class set of paperbacks.

Had students read a short story in class.

Introduced new books to students in your class.

Gave students class time for their own reading.

Recommended specific book titles to the class.

Read from a children's novel to the class.

Conducted conferences with students about what they had read.

Had children talk with other students about books they had read.

Read aloud from a non-fiction text.

Had students read trade books in class for instructional purposes.

Had students read trade books in class for recreation.

Read aloud from books of students' choosing.


 1

 2


 3

 4


 5

 6


 7

 8


 9

 10

22. Estimate how many trade books you have ("trade” books do not include textbooks) :

________ trade books in my classroom library


23. What percent of books in the classroom library are borrowed books:

________ % borrowed books

24. Estimate how many books you have in your personal library:

_______


25. About how many teacher resource books you have:

_______
26. Typically, how do you first find out about new books to read in your classroom? (check all that apply)

 Other teachers

 Book reviews

 Browsing in book stores

 From librarians

 From my students

 Book clubs (Scholastic, etc)



 From another source

Thank you very much for filling out this survey!

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