Spring 2002 Pre-Workshop Evaluations
This is the analysis of the post-workshop evaluations that were given to teachers in Manus after the ARM Climate Change Teacher Workshops held in spring of 2002. The Manus Workshop had 39 teachers attend from the local area. Each evaluation had 21 questions in multiple answer format, and 6 questions that required the teacher to write down their own comments. In this analysis, only the 21 multiple answer questions were tallied up, and a percentage of each answer is given below.
| 1. Sex | |
| Female | 47 |
| Male | 53 |
| N/A | 0 |
| 2. How old are you? | |
| 20-24 | 3 |
| 25-29 | 5 |
| 30-34 | 21 |
| 35-39 | 37 |
| 40 and older | 32 |
| N/A | 0 |
| A) Instructional Materials | |
| 3. I use textbooks in the following manner: | |
| Students read textbooks daily as their main source of information | 50 |
| Students do textbook assignments daily | 29 |
| Students use textbooks occasionally | 39 |
| Students use textbooks as one of many references | 47 |
| Students use reference materials exclusively (no textbooks) | 13 |
| 4. I use the computer to design these instructional materials: | |
| Tests | 18 |
| Worksheets | 16 |
| Overheads | 3 |
| PowerPoint (or other presentations) | 0 |
| Other | 3 |
| N/A | 79 |
| 5. Other technology used to deliver instruction. | |
| Overhead projector | 5 |
| Slides | 0 |
| TV | 8 |
| Other | 13 |
| N/A | 79 |
| 6. I use a computer program to compute grades and provide updates to students. | |
| Weekly | 0 |
| Monthly | 3 |
| A few times a year | 11 |
| Other | 0 |
| N/A | 79 |
| 7. Students use computer technology to complete assignments. | |
| Weekly | 0 |
| Monthly | 0 |
| A few times a year | 0 |
| Other | 0 |
| N/A | 92 |
| B) Classroom Environment | |
| 1. Resources for students: | |
| Classroom is rich with resources | 3 |
| Moderate quantity of resources | 11 |
| Some resources available | 13 |
| Very limited resources available | 32 |
| 2. I use cooperative/collaborative groups: | |
| Often | 21 |
| Occasionally | 37 |
| Seldom | 11 |
| Never | 13 |
| Other | 5 |
| 3. Students desks are arranged: | |
| In rows | 61 |
| In clusters | 21 |
| Varies depending on activity | 37 |
| Students work at tables and chairs | 11 |
| Other | 5 |
| 4. Teacher desk is located: | |
| In front of room | 47 |
| In back of room | 37 |
| In a corner | 11 |
| Other | 3 |
| N/A | 13 |
| C) Instructional Services | |
| 1. Students are aware of: | |
| Classroom procedures, rules, protocols | 74 |
| Daily learning goals | 47 |
| Unit goals | 39 |
| Year end goals | 32 |
| Standards and benchmarks | 21 |
| N/A | 8 |
| 2. Technology and used by students: | |
| Word processing | |
| Almost daily | 5 |
| Few times/week | 0 |
| Weekly | 0 |
| Every few weeks | 0 |
| Monthly | 0 |
| N/A | 84 |
| Calculators | |
| Almost daily | 5 |
| Few times/week | 13 |
| Weekly | 0 |
| Every few weeks | 5 |
| Monthly | 8 |
| N/A | 68 |
| Internet (Research) | |
| Almost daily | 0 |
| Few times/week | 0 |
| Weekly | 0 |
| Every few weeks | 0 |
| Monthly | 5 |
| N/A | 84 |
| If email becomes available, would you be interested in pursuing communication with teachers or or students in other ARM sites? | |
| Yes | 82 |
| No | 0 |
| If yes, how often do you think you would use email for a joint program? | |
| Almost daily | 13 |
| Few times/week | 3 |
| Weekly | 26 |
| Every few weeks | 3 |
| Monthly | 39 |
| N/A | 11 |
| Other technology | |
| Almost daily | 3 |
| Few times/week | 0 |
| Weekly | 5 |
| Every few weeks | 5 |
| Monthly | 5 |
| N/A | 42 |
| 3. Math concepts incorporated into other content area curriculum: | |
| Measurement | |
| Almost daily | 32 |
| Few times/week | 16 |
| Weekly | 24 |
| Every few weeks | 8 |
| Monthly | 3 |
| N/A | 13 |
| Timelines | |
| Almost daily | 21 |
| Few times/week | 11 |
| Weekly | 21 |
| Every few weeks | 16 |
| Monthly | 5 |
| N/A | 21 |
| Graphs | |
| Almost daily | 16 |
| Few times/week | 11 |
| Weekly | 26 |
| Every few weeks | 16 |
| Monthly | 5 |
| N/A | 18 |
| Statistics and analyses | |
| Almost daily | 3 |
| Few times/week | 5 |
| Weekly | 11 |
| Every few weeks | 11 |
| Monthly | 11 |
| N/A | 16 |
| 5. Outside experts or community resources are invited into the classroom: | |
| Almost daily | 0 |
| Few times/week | 11 |
| Weekly | 5 |
| Every few weeks | 3 |
| Monthly | 24 |
| N/A | 50 |
| 6. Parents participate in the classroom: | |
| Almost daily | 3 |
| Few times/week | 5 |
| Weekly | 5 |
| Every few weeks | 3 |
| Monthly | 39 |
| N/A | 39 |
| 7. Hands-on activities are embedded in instruction: | |
| Almost daily | 21 |
| Few times/week | 13 |
| Weekly | 11 |
| Every few weeks | 3 |
| Monthly | 16 |
| N/A | 21 |
| 8. Listening skills are emphasized: | |
| Almost daily | 84 |
| Few times/week | 3 |
| Weekly | 5 |
| Every few weeks | 3 |
| Monthly | 3 |
| N/A | 3 |
| 9. Information is presented by direct instruction: | |
| Almost daily | 74 |
| Few times/week | 3 |
| Weekly | 8 |
| Every few weeks | 5 |
| Monthly | 3 |
| N/A | 5 |
| 10. Inquiry process directs students to find information: | |
| Almost daily | 34 |
| Few times/week | 21 |
| Weekly | 11 |
| Every few weeks | 8 |
| Monthly | 3 |
| N/A | 16 |
| 11. New concepts are introduced by presenting vocabulary: | |
| Almost daily | 47 |
| Few times/week | 18 |
| Weekly | 16 |
| Every few weeks | 0 |
| Monthly | 5 |
| N/A | 5 |
| 12. New concepts are introduced through an activity: | |
| Almost daily | 45 |
| Few times/week | 16 |
| Weekly | 18 |
| Every few weeks | 8 |
| Monthly | 5 |
| N/A | 3 |
| 13. New concepts are introduced by connecting to what students already know (prior knowledge): | |
| Almost daily | 66 |
| Few times/week | 3 |
| Weekly | 13 |
| Every few weeks | 5 |
| Monthly | 3 |
| N/A | 5 |
| 14. Curriculum is integrated with other subject areas: | |
| Almost daily | 53 |
| Few times/week | 8 |
| Weekly | 13 |
| Every few weeks | 8 |
| Monthly | 0 |
| N/A | 3 |
| D) Assignments | |
| 1. Assignments are short term and focused on one or two chapters. | |
| 1-3 | 10 |
| 4-6 | 21 |
| 7-9 | 8 |
| 10 or more | 46 |
| N/A | 15 |
| 2. Assignments are generated from textbooks: | |
| Almost always | 3 |
| Frequently | 16 |
| Occasionally | 42 |
| Never | 3 |
| Other | 3 |
| N/A | 26 |
| 3. Assignments are worksheets: | |
| Almost always | 3 |
| Frequently | 16 |
| Occasionally | 42 |
| Never | 3 |
| Other | 3 |
| N/A | 26 |
| 4. Assignments are long term and incorporate many concepts, activities, and types of products: | |
| Almost always | 0 |
| Frequently | 16 |
| Occasionally | 42 |
| Never | 8 |
| Other | 3 |
| N/A | 18 |
| 5. Assignments are accompanied by examples of exemplary work (what a good product should look like): | |
| Almost always | 13 |
| Frequently | 11 |
| Occasionally | 39 |
| Never | 3 |
| Other | 0 |
| N/A | 21 |
| 6. Assignments are project-based: | |
| Almost always | 5 |
| Frequently | 11 |
| Occasionally | 39 |
| Never | 5 |
| Other | 8 |
| N/A | 26 |
| 7. Students have opportunites to revise and refine work after receiving feedback from peers and teacher: | |
| Almost always | 32 |
| Frequently | 18 |
| Occasionally | 21 |
| Never | 5 |
| Other | 3 |
| N/A | 18 |
| 8. Students have opportunities to display/present their "final" products: | |
| Almost always | 26 |
| Frequently | 26 |
| Occasionally | 26 |
| Never | 0 |
| Other | 3 |
| N/A | 16 |
| E) Assessments | |
| 1. Students have opportunities to display/present their "final" products: | |
| Almost daily | 5 |
| Once or twice a week | 26 |
| Once or twice a month | 18 |
| A few times a year | 13 |
| Never | 13 |
| N/A | 13 |
| 2. I develop my own tests: | |
| Almost daily | 16 |
| Once or twice a week | 37 |
| Once or twice a month | 24 |
| A few times a year | 13 |
| Never | 0 |
| N/A | 3 |
| 3. I use student-generated questions on tests: | |
| Almost daily | 8 |
| Once or twice a week | 8 |
| Once or twice a month | 29 |
| A few times a year | 16 |
| Never | 18 |
| N/A | 13 |
| 4. I use performance assessments: | |
| Almost daily | 11 |
| Once or twice a week | 13 |
| Once or twice a month | 24 |
| A few times a year | 37 |
| Never | 3 |
| N/A | 5 |
| 5. I document informal observational assessments such as leadership, group skills, laboratory skills, etc.: | |
| Almost daily | 8 |
| Once or twice a week | 0 |
| Once or twice a month | 16 |
| A few times a year | 37 |
| Never | 11 |
| N/A | 21 |
| F) Professional Development | |
| 1) In the past five years, I have participated in: | |
| One-day or half-day workshops | |
| 1-2 times | 11 |
| 3-5 times | 11 |
| 6-10 times | 5 |
| More than 10 times | 5 |
| Other | 8 |
| N/A | 37 |
| Week-long institutes | |
| 1-2 times | 29 |
| 3-5 times | 26 |
| 6-10 times | 0 |
| More than 10 times | 3 |
| Other | 0 |
| N/A | 29 |
| Immersion programs | |
| 1-2 times | 8 |
| 3-5 times | 3 |
| 6-10 times | 3 |
| More than 10 times | 0 |
| Other | 0 |
| N/A | 83 |
| Summer programs without school year follow-up | |
| 1-2 times | 0 |
| 3-5 times | 0 |
| 6-10 times | 0 |
| More than 10 times | 0 |
| Other | 0 |
| N/A | 71 |
| Summer programs with school year follow-up | |
| 1-2 times | 0 |
| 3-5 times | 0 |
| 6-10 times | 0 |
| More than 10 times | 0 |
| Other | 0 |
| N/A | 71 |
| 2. I participated in regular discussion groups (specific topics) with my colleagues. | |
| Weekly | 37 |
| Monthly | 11 |
| Quarterly | 11 |
| Annually | 0 |
| Never | 3 |
| N/A | 16 |
| 3. I worked with a long-term mentor: | |
| Often | 11 |
| Occasionally | 13 |
| Seldom | 8 |
| Never | 5 |
| Other | 0 |
| N/A | 45 |
| 4. I participated in curriculum development: | |
| Often | 16 |
| Occasionally | 16 |
| Seldom | 8 |
| Never | 8 |
| Other | 0 |
| N/A | 29 |
| 5. I have taken college courses in my content area: | |
| Often | 8 |
| Occasionally | 26 |
| Seldom | 16 |
| Never | 8 |
| Other | 0 |
| N/A | 1 |
| 6. I mentored another teacher: | |
| Often | 13 |
| Occasionally | 16 |
| Seldom | 13 |
| Never | 3 |
| Other | 3 |
| N/A | 21 |
| 7. I participated in peer coaching: | |
| Often | 11 |
| Occasionally | 29 |
| Seldom | 16 |
| Never | 5 |
| Other | 0 |
| N/A | 18 |
| 8. I participated in regular group to discuss student work: | |
| Often | 13 |
| Occasionally | 42 |
| Seldom | 13 |
| Never | 3 |
| Other | 0 |
| N/A | 13 |
| 9. Other types of professional development: | |
| Often | 13 |
| Occasionally | 16 |
| Seldom | 8 |
| Never | 3 |
| Other | 0 |
| N/A | 10 |
| Note: The following responses range numerically from 0 to 5, where 1 is weak, 3 moderately strong, 5 very strong, and 0 N/A. | |
| G) Self Assessment | |
| 1) Knowledge/understanding of: | |
| Math | |
| 1 | 0 |
| 2 | 18 |
| 3 | 21 |
| 4 | 37 |
| 5 | 21 |
| Science | |
| 1 | 3 |
| 2 | 13 |
| 3 | 29 |
| 4 | 29 |
| 5 | 21 |
| Language arts | |
| 1 | 3 |
| 2 | 16 |
| 3 | 26 |
| 4 | 24 |
| 5 | 18 |
| Social studies | |
| 1 | 0 |
| 2 | 5 |
| 3 | 26 |
| 4 | 34 |
| 5 | 24 |
| 2) Knowledge/understanding of your national standards for math and science: | |
| 1 | 3 |
| 2 | 8 |
| 3 | 34 |
| 4 | 34 |
| 5 | 16 |
| 3) Confidence in teaching math and science: | |
| 1 | 0 |
| 2 | 16 |
| 3 | 29 |
| 4 | 29 |
| 5 | 24 |
| 4) Knowledge of a wide variety of instructional techniques: | |
| 1 | 0 |
| 2 | 16 |
| 3 | 24 |
| 4 | 34 |
| 5 | 16 |
| 5) Familiarity with national standards and benchmarks for math and science: | |
| 1 | 0 |
| 2 | 18 |
| 3 | 34 |
| 4 | 21 |
| 5 | 16 |
| 6) Technology skills: | |
| 1 | 3 |
| 2 | 16 |
| 3 | 34 |
| 4 | 24 |
| 5 | 11 |
| 7) Knowledge and implementation of cooperative learning strategies: | |
| 1 | 0 |
| 2 | 5 |
| 3 | 39 |
| 4 | 26 |
| 5 | 13 |
