TEACHER ID , IDCNTRY-IDSCHOOL-IDTEACH
COUNTRY ID
SCHOOL ID
TEACHER ID
IN A TYPICAL WEEK I SPEND ______MINUTES TEACHING MATHEMATICS LESSONS IN THE TARGET CLASS AT SCHOOL .
IN A TYPICAL WEEK I SPEND ______MINUTES PREPARING FOR MATHEMATICS LESSONS IN THE TARGET CLASS .
IN A TYPICAL WEEK I SPEND ______MINUTES TEACHING OTHER SUBJECTS IN THE TARGET CLASS .
WHEN YOU MEET THE TARGET CLASS WHAT IS THE TYPICAL LENGTH OF A MATHEMATICS LESSON ? ______MINUTES
PLOTTING THE GRAPH OF Y = X ² .
SOLVING A PROBLEM LIKE ? ? 2 - 4 = 0 BY INSPECTION .
FINDING ALL VALUES OF X FOR WHICH ( X- 4 ) ( X + 5 ) = 0 . Unique
USING THE BINOMIAL FORMULA ( A + B ) ² = A ² + 2AB + B ² WHEN SOLVING
SOLVING ANY QUADRATIC EQUATION ( EXAMPLE : 4X ² + 6X + 3 = 0 ) .
HOW OFTEN : I PRESENT A SUMMARY OF RECENTLY LEARNED CONTENT .
HOW OFTEN : I SET GOALS AT THE BEGINNING OF INSTRUCTION .
HOW OFTEN : I EXPLAIN WHAT I EXPECT THESE STUDENTS TO LEARN .
HOW OFTEN : I EXPLAIN HOW NEW AND OLD TOPICS ARE RELATED .
HOW OFTEN : I PRESENT TASKS FOR WHICH THERE IS NO OBVIOUS SOLUTION .
HOW OFTEN : I PRESENT TASKS THAT REQUIRE THESE STUDENTS TO APPLY WHAT THEY HAVE LEARNED TO NEW CONTEXTS .
HOW OFTEN : I GIVE TASKS THAT REQUIRE THESE STUDENTS TO THINK CRITICALLY .
HOW OFTEN : I ASK THESE STUDENTS TO DECIDE ON THEIR OWN PROCEDURES FOR SOLVING COMPLEX TASKS .
HOW OFTEN : I GIVE THESE STUDENTS OPPORTUNITIES TO EXPLAIN THEIR IDEAS .
HOW OFTEN : I ENCOURAGE THESE STUDENTS TO QUESTION AND CRITIQUE ARGUMENTS MADE BY OTHER STUDENTS .
HOW OFTEN : I REQUIRE THESE STUDENTS TO ENGAGE IN DISCUSSIONS AMONG THEMSELVES .
HOW FREQUENTLY DO YOU : EXPLAIN WHY A MATHEMATICAL PROCEDURE WORKS .
HOW FREQUENTLY DO YOU : ILLUSTRATE WHY A MATHEMATICAL PROCEDURE WORKS USING CONCRETE EXAMPLES OR GRAPHICS .
HOW FREQUENTLY DO YOU : ASK QUESTIONS THAT HELP THESE STUDENTS UNDERSTAND WHY A PROCEDURE WORKS .
HOW FREQUENTLY DO YOU : COMPARE DIFFERENT WAYS OF SOLVING PROBLEMS .
TARGET CLASS : I ADAPT THE LESSONS TO THIS CLASS'S NEEDS AND KNOWLEDGE .
TARGET CLASS : I CHANGE MY WAY OF EXPLANATION ( E.G . USING DIFFERENT REPRESENTATIONS ) WHEN A STUDENT HAS
TARGET CLASS : I CHANGE THE STRUCTURE OF THE LESSONS ON A TOPIC THAT MOST OF THESE STUDENTS FIND DIFFICULT
TARGET CLASS : I GIVE DIFFERENT WORK TO STUDENTS OF DIFFERENT ABILITY LEVELS .
TARGET CLASS : I ASK QUESTIONS TO CHECK IF THESE STUDENTS HAVE UNDERSTOOD WHAT I TAUGHT .
AGREE : WHEN THE LESSON BEGINS , I HAVE TO WAIT QUITE A LONG TIME FOR THESE STUDENTS TO QUIETEN
AGREE : I LOSE QUITE A LOT OF TIME BECAUSE OF STUDENTS INTERRUPTING THE LESSON .
AGREE : THERE IS MUCH DISRUPTIVE NOISE IN THIS CLASSROOM .
AGREE : IN THIS CLASS , STUDENTS ARE AWARE OF WHAT IS ALLOWED AND WHAT IS NOT ALLOWED . Unique
AGREE : IN THIS CLASS , STUDENTS KNOW WHY CERTAIN RULES ARE IMPORTANT .
AGREE : I MANAGE TO STOP DISRUPTIONS QUICKLY .
AGREE : I REACT TO DISRUPTIONS IN SUCH A WAY THAT THE STUDENTS STOP DISTURBING LEARNING .
AGREE : IN THIS CLASS , TRANSITIONS FROM ONE PHASE OF THE LESSON TO THE OTHER ( E.G . ,
AGREE : I AM IMMEDIATELY AWARE OF STUDENTS DOING SOMETHING ELSE .
AGREE : I AM AWARE OF WHAT IS HAPPENING IN THE CLASSROOM , EVEN IF I AM BUSY WITH AN
AGREE : I GIVE EXTRA HELP WHEN THESE STUDENTS NEED IT .
AGREE : I CONTINUE TEACHING UNTIL THESE STUDENTS UNDERSTAND .
AGREE : I HELP THESE STUDENTS WITH THEIR LEARNING .
AGREE : I AIM TO MAKE THESE STUDENTS FEEL CONFIDENT IN THEIR ABILITY TO DO WELL IN THE COURSE .
AGREE : I LISTEN TO THESE STUDENTS ' VIEWS ON HOW TO DO THINGS .
AGREE : I AIM TO SHOW THESE STUDENTS THAT I UNDERSTAND THEM .
AGREE : I AIM TO MAKE THESE STUDENTS FEEL CONFIDENT IN THEIR ABILITY TO LEARN THE MATERIAL .
AGREE : I PROVIDE THESE STUDENTS WITH DIFFERENT ALTERNATIVES ( E.G . LEARNING MATERIALS OR TASKS ) .
AGREE : I ENCOURAGE THESE STUDENTS TO FIND THE BEST WAY TO PROCEED BY THEMSELVES .
AGREE : I LET THE STUDENTS WORK ON THEIR OWN .
AGREE : I APPRECIATE IT WHEN DIFFERENT SOLUTIONS COME UP FOR DISCUSSION .
AGREE : I GET ALONG WELL WITH THESE STUDENTS .
AGREE : I SHOW INTEREST IN THESE STUDENTS ' WELLBEING .
AGREE : I REALLY LISTEN TO WHAT THESE STUDENTS HAVE TO SAY .
AGREE : I TREAT THESE STUDENTS FAIRLY .
AGREE : I MAKE STUDENTS FEEL I REALLY CARE ABOUT THEM .
AGREE : I TEACH MATHEMATICS IN THIS CLASS WITH GREAT ENTHUSIASM .
AGREE : I ALWAYS ENJOY TEACHING THESE STUDENTS NEW THINGS .
AGREE : I ENJOY INTERACTING WITH THESE STUDENTS .
AGREE : IT'S A PLEASURE TO TEACH THIS CLASS .
AGREE : I AM ENTHUSIASTIC ABOUT THE SUBJECT OF MATHEMATICS .
AGREE : ENGAGING IN THE SUBJECT OF MATHEMATICS IS ONE OF MY FAVORITE ACTIVITIES .
AGREE : I ENGAGE IN THE SUBJECT OF MATHEMATICS BECAUSE I ENJOY IT .
AGREE : BECAUSE ENGAGING IN THE SUBJECT OF MATHEMATICS IS FUN , I WOULDN'T WANT TO GIVE IT UP .
IN TARGET CLASS , TO WHAT EXTENT : GET STUDENTS IN THIS CLASS TO BELIEVE THEY CAN DO WELL IN
IN TARGET CLASS , TO WHAT EXTENT : HELP THESE STUDENTS ' VALUE LEARNING .
IN TARGET CLASS , TO WHAT EXTENT : CRAFT GOOD QUESTIONS FOR THESE STUDENTS .
IN TARGET CLASS , TO WHAT EXTENT : CONTROL DISRUPTIVE BEHAVIOR IN THIS CLASSROOM .
IN TARGET CLASS , TO WHAT EXTENT : MOTIVATE STUDENTS IN THIS CLASS WHO SHOW LOW INTEREST IN SCHOOL WORK
IN TARGET CLASS , TO WHAT EXTENT : MAKE MY EXPECTATIONS ABOUT STUDENT BEHAVIOR CLEAR IN THIS CLASS . Unique
IN TARGET CLASS , TO WHAT EXTENT : HELP STUDENTS THINK CRITICALLY .
IN TARGET CLASS , TO WHAT EXTENT : GET STUDENTS IN THIS CLASS TO FOLLOW CLASSROOM RULES .
IN TARGET CLASS , TO WHAT EXTENT : CALM A STUDENT IN THIS CLASS WHO IS DISRUPTIVE OR NOISY .
IN TARGET CLASS , TO WHAT EXTENT : USE A VARIETY OF ASSESSMENT STRATEGIES IN THIS CLASS .
IN TARGET CLASS , TO WHAT EXTENT : PROVIDE AN ALTERNATIVE EXPLANATION FOR EXAMPLES IN THIS CLASS WHEN STUDENTS ARE
IN TARGET CLASS , TO WHAT EXTENT : VARY INSTRUCTIONAL STRATEGIES IN THIS CLASSROOM .
WHILE TEACHING TARGET CLASS : I ENJOY TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS : I HAVE REASON TO BE ANGRY WHILE I TEACH THESE STUDENTS .
WHILE TEACHING TARGET CLASS : I OFTEN FEEL ANNOYED WHILE TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS : I AM OFTEN WORRIED THAT MY TEACHING ISN'T GOING SO WELL IN THIS CLASS .
WHILE TEACHING TARGET CLASS : I FEEL TENSE AND NERVOUS WHILE TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS : I FEEL UNEASY WHEN I THINK ABOUT TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS : TEACHING THESE STUDENTS FRUSTRATES ME .
WHILE TEACHING TARGET CLASS : PREPARING TO TEACH THESE STUDENTS OFTEN CAUSES ME TO WORRY .
WHILE TEACHING TARGET CLASS : I OFTEN HAVE REASON TO BE HAPPY WHILE I TEACH THESE STUDENTS .
WHILE TEACHING TARGET CLASS : I HAVE SO MUCH FUN TEACHING THESE STUDENTS THAT I GLADLY PREPARE AND TEACH MY
WHILE TEACHING TARGET CLASS : SOMETIMES I GET REALLY MAD AT THESE STUDENTS .
WHILE TEACHING TARGET CLASS : I TEACH THESE STUDENTS WITH ENTHUSIASM .
PREFER GOAL : ( 1 ) MOTIVATION VS . ( 2 ) MATHEMATICAL KNOWLEDGE AND SKILLS
PREFER GOAL : ( 1 ) MOTIVATION VS . ( 2 ) MATHEMATICAL THINKING AND REASONING
PREFER GOAL : ( 1 ) MOTIVATION VS . ( 2 ) APPLICATION OF MATHEMATICAL CONTENT
PREFER GOAL : ( 1 ) MOTIVATION VS . ( 2 ) VALUES
PREFER GOAL : ( 1 ) VALUES VS . ( 2 ) MATHEMATICAL KNOWLEDGE AND SKILLS
PREFER GOAL : ( 1 ) VALUES VS . ( 2 ) MATHEMATICAL THINKING AND REASONING
PREFER GOAL : ( 1 ) VALUES VS . ( 2 ) APPLICATION OF MATHEMATICAL CONTENT
PREFER GOAL : ( 1 ) APPLICATION OF MATHEMATICAL CONTENT VS . ( 2 ) MATHEMATICAL THINKING AND REASONING Unique
PREFER GOAL : ( 1 ) APPLICATION OF MATHEMATICAL CONTENT VS . ( 2 ) MATHEMATICAL KNOWLEDGE AND SKILLS Unique
PREFER GOAL : ( 1 ) MATHEMATICAL THINKING AND REASONING VS . ( 2 ) MATHEMATICAL KNOWLEDGE AND SKILLS Unique
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : STUDENTS LACKING PREREQUISITE KNOWLEDGE OR SKILLS .
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : STUDENTS SUFFERING FROM LACK OF BASIC NUTRITION .
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : STUDENTS SUFFERING FROM NOT ENOUGH SLEEP .
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : DISRUPTIVE STUDENTS .
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : UNINTERESTED STUDENTS .
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : STUDENTS WITH PHYSICAL DISABILITIES .
TO WHAT EXTENT DOES THIS LIMIT HOW TEACH : STUDENTS WITH MENTAL , EMOTIONAL , OR PSYCHOLOGICAL DISABILITIES . Unique
I WOULD FEEL PERSONALLY RESPONSIBLE IF A STUDENT OF MINE HAD VERY LOW ACHIEVEMENT .
I WOULD FEEL PERSONALLY RESPONSIBLE IF A STUDENT OF MINE FAILED TO MAKE EXCELLENT PROGRESS THROUGHOUT THE SCHOOL YEAR .
I WOULD FEEL PERSONALLY RESPONSIBLE IF A STUDENT OF MINE FAILED TO LEARN THE REQUIRED MATERIAL .
I WOULD FEEL PERSONALLY RESPONSIBLE IF A STUDENT OF MINE DID NOT LIKE THE SUBJECT I TEACH .
I WOULD FEEL PERSONALLY RESPONSIBLE IF A STUDENT OF MINE DID NOT VALUE LEARNING THE SUBJECT I TEACH . Unique
I WOULD FEEL PERSONALLY RESPONSIBLE IF A LESSON I TAUGHT FAILED TO REFLECT MY HIGHEST ABILITY AS A TEACHER .
I WOULD FEEL PERSONALLY RESPONSIBLE IF A LESSON I TAUGHT WAS NOT AS EFFECTIVE FOR STUDENT LEARNING AS I COULD
I WOULD FEEL PERSONALLY RESPONSIBLE IF A LESSON I TAUGHT WAS NOT AS ENGAGING FOR STUDENTS AS I COULD HAVE
I WOULD FEEL PERSONALLY RESPONSIBLE IF A STUDENT OF MINE WAS NOT INTERESTED IN THE SUBJECT I TEACH . Unique
GENERAL , TO WHAT EXTENT : GET STUDENTS TO BELIEVE THEY CAN DO WELL IN SCHOOL WORK .
GENERAL , TO WHAT EXTENT : HELP MY STUDENT'S VALUE LEARNING .
GENERAL , TO WHAT EXTENT : CRAFT GOOD QUESTIONS FOR MY STUDENTS .
GENERAL , TO WHAT EXTENT : CONTROL DISRUPTIVE BEHAVIOR IN THE CLASSROOM .
GENERAL , TO WHAT EXTENT : GET STUDENTS TO FOLLOW CLASSROOM RULES .
GENERAL , TO WHAT EXTENT : PROVIDE AN ALTERNATIVE EXPLANATION FOR EXAMPLE WHEN STUDENTS ARE CONFUSED .
TO WHAT EXTENT AGREE : THINKING AND REASONING PROCESSES ARE MORE IMPORTANT THAN SPECIFIC CURRICULUM CONTENT .
TO WHAT EXTENT AGREE : MY ROLE AS A TEACHER IS TO FACILITATE STUDENTS ' OWN INQUIRY .
TO WHAT EXTENT AGREE : STUDENTS LEARN BEST BY FINDING SOLUTIONS TO PROBLEMS ON THEIR OWN .
PROVIDE FEEDBACK TO OTHER TEACHERS ' ABOUT THEIR PRACTICE .
EXCHANGE OR DEVELOP TEACHING MATERIALS WITH COLLEAGUES .
DISCUSS THE LEARNING DEVELOPMENT OF SPECIFIC STUDENTS .
PARTICIPATE IN COLLABORATIVE PROFESSIONAL LEARNING .
CHOOSING LEARNING MATERIALS ( E.G . TEXTBOOKS , SOFTWARE AND SUPPLEMENTAL MATERIALS )
DETERMINING COURSE CONTENT
SELECTING TEACHING METHODS
ASSESSING STUDENTS ' LEARNING
DISCIPLINING STUDENTS
DETERMINING THE AMOUNT OF HOMEWORK TO BE ASSIGNED
HOW OFTEN HAS YOUR INSTRUCTION BEEN VIDEOTAPED DURING YOUR CAREER AS A TEACHER ?
MY CLASSROOM IS OBSERVED BY OTHERS
MY CLASSROOM IS VIDEOTAPED
SATISFACTION - AGREE : THE ADVANTAGES OF BEING A TEACHER CLEARLY OUTWEIGH THE DISADVANTAGES .
SATISFACTION - AGREE : IF I COULD DECIDE AGAIN , I WOULD STILL CHOOSE TO WORK AS A TEACHER .
SATISFACTION - AGREE : I WOULD LIKE TO CHANGE TO ANOTHER SCHOOL IF THAT WERE POSSIBLE .
SATISFACTION - AGREE : I REGRET THAT I DECIDED TO BECOME A TEACHER .
SATISFACTION - AGREE : I ENJOY WORKING AT THIS SCHOOL .
SATISFACTION - AGREE : I WONDER WHETHER IT WOULD HAVE BEEN BETTER TO CHOOSE ANOTHER PROFESSION .
SATISFACTION - AGREE : I WOULD RECOMMEND THIS SCHOOL AS A GOOD PLACE TO WORK .
SATISFACTION - AGREE : I THINK THAT THE TEACHING PROFESSION IS VALUED IN SOCIETY .
SATISFACTION - AGREE : I AM SATISFIED WITH MY PERFORMANCE IN THIS SCHOOL .
SATISFACTION - AGREE : ALL IN ALL , I AM SATISFIED WITH MY JOB .
ARE YOU FEMALE OR MALE ?
HOW OLD ARE YOU ? (zur Anonymisierung geleert (FDZ))
HOW OLD ARE YOU ?... (Zur Anonymisierung aggregiert (FDZ))
WHAT IS THE HIGHEST LEVEL OF FORMAL EDUCATION YOU HAVE COMPLETED ? (zur Anonymisierung geleert (FDZ))
WHAT IS THE HIGHEST LEVEL OF FORMAL EDUCATION YOU HAVE COMPLETED ?... (Zur Anonymisierung rekodiert(FDZ))
HOW DID YOU RECEIVE YOUR TEACHING QUALIFICATIONS ?
INCLUDED IN YOUR MATHEMATICS EDUCATION : MATHEMATICS COURSES EQUIVALENT TO THOSE NEEDED FOR A DEGREE IN MATHEMATICS .
INCLUDED IN YOUR MATHEMATICS EDUCATION : COURSES ON HOW TO TEACH MATHEMATICS .
INCLUDED IN YOUR MATHEMATICS EDUCATION : PRACTICE TEACHING IN MATHEMATICS .
HOW MANY YEARS OF WORK EXPERIENCE DO YOU HAVE AS A MATHEMATICS TEACHER REGARDLESS OF WHETHER YOU WORKED FULL-TIME OR PART-TIME ? (zur Anonymisierung geleert (FDZ))
HOW MANY YEARS OF WORK EXPERIENCE DO YOU HAVE... (Zur Anonymisierung aggregiert (FDZ))
HOW LONG SPENT PLANNING FOR : VIDEOTAPED LESSON 1 : _____ MINUTES
HOW LONG SPENT PLANNING FOR : VIDEOTAPED LESSON 2 : _____ MINUTES
HOW OFTEN : I PRESENTED A SUMMARY OF RECENTLY LEARNED CONTENT .
HOW OFTEN : I EXPLAINED WHAT I EXPECTED THESE STUDENTS TO LEARN .
HOW OFTEN : I EXPLAINED HOW NEW AND OLD TOPICS ARE RELATED .
HOW OFTEN : I PRESENTED TASKS FOR WHICH THERE IS NO OBVIOUS SOLUTION .
HOW OFTEN : I PRESENTED TASKS THAT REQUIRED THESE STUDENTS TO APPLY WHAT THEY HAD LEARNED TO NEW CONTEXTS .
HOW OFTEN : I GAVE TASKS THAT REQUIRED THESE STUDENTS TO THINK CRITICALLY .
HOW OFTEN : I ASKED THESE STUDENTS TO DECIDE ON THEIR OWN PROCEDURES FOR SOLVING COMPLEX TASKS .
HOW OFTEN : I GAVE THESE STUDENTS OPPORTUNITIES TO EXPLAIN THEIR IDEAS .
HOW OFTEN : I ENCOURAGED THESE STUDENTS TO QUESTION AND CRITIQUE ARGUMENTS MADE BY OTHER STUDENTS .
HOW OFTEN : I REQUIRED THESE STUDENTS TO ENGAGE IN DISCUSSIONS AMONG THEMSELVES .
HOW FREQUENTLY : EXPLAINED WHY A MATHEMATICAL PROCEDURE WORKS .
HOW FREQUENTLY : ILLUSTRATED WHY A MATHEMATICAL PROCEDURE WORKS USING CONCRETE EXAMPLES OR GRAPHICS .
HOW FREQUENTLY : ASKED QUESTIONS THAT HELPED THESE STUDENTS UNDERSTAND WHY A PROCEDURE WORKS .
HOW FREQUENTLY : COMPARED DIFFERENT WAYS OF SOLVING PROBLEMS .
QUADRATIC EQUATIONS , AGREE : I ADAPTED THE LESSONS TO THIS CLASS'S NEEDS AND KNOWLEDGE .
QUADRATIC EQUATIONS , AGREE : I CHANGED MY WAY OF EXPLANATION WHEN A STUDENT HAD DIFFICULTIES UNDERSTANDING A TOPIC OR
QUADRATIC EQUATIONS , AGREE : I CHANGED THE STRUCTURE OF THE LESSONS ON A TOPIC THAT MOST OF THESE STUDENTS
QUADRATIC EQUATIONS , AGREE : I GAVE DIFFERENT WORK TO STUDENTS OF DIFFERENT ABILITY LEVELS .
QUADRATIC EQUATIONS , AGREE : I ASKED QUESTIONS TO CHECK IF THESE STUDENTS UNDERSTOOD WHAT I HAD TAUGHT . Unique
AGREE : WHEN THE LESSONS BEGAN , I HAD TO WAIT QUITE A LONG TIME FOR THESE STUDENTS TO QUIETEN
AGREE : I LOST QUITE A LOT OF TIME BECAUSE OF STUDENTS INTERRUPTING THE LESSONS .
AGREE : THERE WAS MUCH DISRUPTIVE NOISE IN THIS CLASSROOM .
AGREE : IN THIS CLASS , STUDENTS WERE AWARE OF WHAT WAS ALLOWED AND WHAT WAS NOT ALLOWED . Unique
AGREE : IN THIS CLASS , STUDENTS KNEW WHY CERTAIN RULES WERE IMPORTANT .
AGREE : I MANAGED TO STOP DISRUPTIONS QUICKLY .
AGREE : I REACTED TO DISRUPTIONS IN SUCH A WAY THAT THE STUDENTS STOPPED DISTURBING LEARNING .
AGREE : I WAS IMMEDIATELY AWARE OF STUDENTS DOING SOMETHING ELSE .
AGREE : I WAS AWARE OF WHAT WAS HAPPENING IN THE CLASSROOM , EVEN IF I WAS BUSY WITH AN
AGREE : I GAVE EXTRA HELP WHEN THESE STUDENTS NEEDED IT .
AGREE : I CONTINUED TEACHING UNTIL THESE STUDENTS UNDERSTOOD .
AGREE : I HELPED THESE STUDENTS WITH THEIR LEARNING .
AGREE : I AIMED TO MAKE THESE STUDENTS FEEL CONFIDENT IN THEIR ABILITY TO DO WELL IN THE COURSE .
AGREE : I LISTENED TO THESE STUDENTS ' VIEWS ON HOW TO DO THINGS .
AGREE : I AIMED TO SHOW THESE STUDENTS THAT I UNDERSTOOD THEM .
AGREE : I AIMED TO MAKE THESE STUDENTS CONFIDENT IN THEIR ABILITY TO LEARN THE MATERIAL .
AGREE : I PROVIDED THESE STUDENTS WITH DIFFERENT ALTERNATIVES ( E.G . LEARNING MATERIALS OR TASKS ) .
AGREE : I ENCOURAGED THESE STUDENTS TO FIND THE BEST WAY TO PROCEED BY THEMSELVES .
AGREE : I LET THESE STUDENTS WORK ON THEIR OWN .
AGREE : I APPRECIATED IT WHEN DIFFERENT SOLUTIONS CAME UP FOR DISCUSSION .
AGREE : I GOT ALONG WELL WITH THESE STUDENTS .
AGREE : I SHOWED INTEREST IN THESE STUDENTS ' WELLBEING .
AGREE : I REALLY LISTENED TO WHAT THESE STUDENTS HAD TO SAY .
AGREE : I TREATED THESE STUDENTS FAIRLY .
AGREE : I MADE STUDENTS FEEL I REALLY CARED ABOUT THEM .
DURING UNIT ON QUADRATIC EQUATIONS : I ADMINISTERED MY OWN ASSESSMENT .
DURING UNIT ON QUADRATIC EQUATIONS : I HAD INDIVIDUAL STUDENTS ANSWER QUESTIONS IN FRONT OF THE CLASS .
DURING UNIT ON QUADRATIC EQUATIONS : I LET STUDENTS EVALUATE THEIR OWN PROGRESS .
DURING UNIT ON QUADRATIC EQUATIONS : I OBSERVED STUDENTS WHEN WORKING ON PARTICULAR TASKS AND PROVIDED IMMEDIATE FEEDBACK . Unique
AGREE : DURING THE UNIT ON QUADRATIC EQUATIONS I TAUGHT IN THIS CLASS WITH GREAT ENTHUSIASM .
AGREE : I ENJOYED TEACHING THESE STUDENTS NEW THINGS DURING THE UNIT ON QUADRATIC EQUATIONS .
AGREE : I ENJOYED INTERACTING WITH THESE STUDENTS DURING THE UNIT ON QUADRATIC EQUATIONS .
AGREE : IT WAS A PLEASURE TO TEACH THIS CLASS DURING THE UNIT ON QUADRATIC EQUATIONS .
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : GET STUDENTS IN THIS CLASS TO BELIEVE THEY CAN DO WELL IN
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : HELP THESE STUDENTS ' VALUE LEARNING THE TOPIC OF QUADRATIC EQUATIONS .
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : CRAFT GOOD QUESTIONS ON THE TOPIC OF QUADRATIC EQUATIONS FOR THESE STUDENTS
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : CONTROL DISRUPTIVE BEHAVIOR IN THIS CLASSROOM WHILE TEACHING THE TOPIC OF QUADRATIC
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : MOTIVATE STUDENTS WHO SHOW LOW INTEREST IN THE TOPIC OF QUADRATIC EQUATIONS
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : HELP STUDENTS THINK CRITICALLY ABOUT THE TOPIC OF QUADRATIC EQUATIONS . Unique
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : GET STUDENTS IN THIS CLASS TO FOLLOW CLASSROOM RULES WHILE TEACHING THE
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : CALM A STUDENT IN THIS CLASS WHO WAS DISRUPTIVE OR NOISY WHILE
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : USE A VARIETY OF ASSESSMENT STRATEGIES WHILE TEACHING THE TOPIC OF QUADRATIC
DURING QUADRATIC EQUATIONS , TO WHAT EXTENT : VARY INSTRUCTIONAL STRATEGIES IN THIS CLASSROOM WHILE TEACHING THE TOPIC OF QUADRATIC
WHILE TEACHING TARGET CLASS , AGREE : I ENJOYED TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS , AGREE : I HAD REASON TO BE ANGRY WHILE I TAUGHT THESE STUDENTS . Unique
WHILE TEACHING TARGET CLASS , AGREE : I OFTEN FELT ANNOYED WHILE TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS , AGREE : I WAS OFTEN WORRIED THAT MY TEACHING WASN'T GOING SO WELL IN THIS
WHILE TEACHING TARGET CLASS , AGREE : I FELT TENSE AND NERVOUS WHILE TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS , AGREE : I FELT UNEASY WHEN I THOUGHT ABOUT TEACHING THESE STUDENTS .
WHILE TEACHING TARGET CLASS , AGREE : TEACHING THESE STUDENTS FRUSTRATED ME .
WHILE TEACHING TARGET CLASS , AGREE : PREPARING TO TEACH THESE STUDENTS OFTEN CAUSED ME TO WORRY .
WHILE TEACHING TARGET CLASS , AGREE : I OFTEN HAD REASON TO BE HAPPY WHILE I TAUGHT THESE STUDENTS .
WHILE TEACHING TARGET CLASS , AGREE : I HAD SO MUCH FUN TEACHING THESE STUDENTS THAT I GLADLY PREPARED AND
WHILE TEACHING TARGET CLASS , AGREE : SOMETIMES I GOT REALLY MAD AT THESE STUDENTS .
WHILE TEACHING TARGET CLASS , AGREE : I TAUGHT THESE STUDENTS WITH ENTHUSIASM .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I PROVIDED A CLEAR STRUCTURE .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I MADE THESE STUDENTS THINK HARD ABOUT THE CONTENT .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I ADAPTED THE INSTRUCTION TO THESE STUDENT'S NEEDS .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I SUPPORTED MY STUDENTS SOCIO-EMOTIONALLY .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I MANAGED THIS CLASS IN A WAY THAT NO TIME WAS WASTED .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I THOUGHT ABOUT THE CONCEPT OF THE LESSONS .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I CAREFULLY DEVELOPED THE MATERIAL FOR THE LESSONS .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I WAS NERVOUS .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : I WAS ENTHUSIASTIC .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : MY STUDENTS FELT NERVOUS .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : MY STUDENTS WERE INTERESTED .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : MY STUDENTS CONCENTRATED ON THE LESSON .
COMPARE VIDEOTAPED LESSONS TO NORMAL LESSONS : MY STUDENTS INTERACTED WITH ME .
VIDEOTAPED LESSON ONE : HOW WOULD YOU DESCRIBE THE RECORDED LESSONS AS A WHOLE ?
VIDEOTAPED LESSON TWO : HOW WOULD YOU DESCRIBE THE RECORDED LESSONS AS A WHOLE ?
QUADRATIC EQUATIONS , TO WHAT EXTENT : ENHANCING STUDENTS ' MATHEMATICAL KNOWLEDGE AND SKILLS .
QUADRATIC EQUATIONS , TO WHAT EXTENT : ENHANCING STUDENTS ' MATHEMATICAL THINKING AND REASONING .
QUADRATIC EQUATIONS , TO WHAT EXTENT : ENHANCING STUDENTS ' APPLICATION OF MATHEMATICAL CONTENT .
QUADRATIC EQUATIONS , TO WHAT EXTENT : FOSTERING STUDENTS ' VALUES .
QUADRATIC EQUATIONS , TO WHAT EXTENT : FOSTERING STUDENTS ' MOTIVATION .
22.1 APPROACH 1 : WHICH STATEMENT BEST EXPLAINS WHY YOU CANNOT DIVIDE BOTH SIDES OF THE EQUATION BY ( X-2 )
22.2 APPROACH 2 : WHICH STATEMENT BEST CHARACTERIZES THEO'S APPROACH TO THIS PROBLEM ?
22.3 APPROACH 3 : WHICH EXPRESSION WOULD BE LEAST USEFUL IN ASSESSING STUDENT PROFICIENCY IN MULTIPLYING TWO BINOMIALS ?
22.4 APPROACH 4 : WHICH EXAMPLE BEST ILLUSTRATES THE FUNCTION H ( X ) = CX2 ?
TRUE OR FALSE : I HAVE NEVER BEEN IRKED WHEN PEOPLE EXPRESSED IDEAS VERY DIFFERENT FROM MY OWN . Unique
TRUE OR FALSE : I HAVE NEVER DELIBERATELY SAID SOMETHING THAT HURT SOMEONE'S FEELINGS .
TRUE OR FALSE : THERE HAVE BEEN OCCASIONS WHEN I TOOK ADVANTAGE OF SOMEONE .
TRUE OR FALSE : THERE HAVE BEEN OCCASIONS WHEN I FELT LIKE SMASHING THINGS .