ERIC Number: ED392750
Record Type: RIE
Publication Date: 1995-Jun
Reference Count: N/A
Estimating the Reliability of the Teacher Questionnaire Used in the Teacher Education and Learning To Teach (TELT) Study. Technical Series 95-1.
This paper offers a reliability analysis of the teacher questionnaire used in the Teacher Education and Learning to Teach (TELT) Study conducted by the National Center for Research on Teacher Education (NCRTE). Data for the study were collected from 648 teachers and prospective teachers at 11 teacher education program sites throughout the United States. The questionnaire was designed to examine teachers and prospective teachers knowledge and beliefs about writing and mathematics; teaching, learning, and the teacher's role; learning and learners; and context schooling. Factor analysis and Linear Structural Relationship (LISREL) Analysis were used to get information about the reliability of individual items and the composite reliabilities for teacher knowledge and belief indices in the questionnaire. The reliability analysis was conducted on the basis of the dimension and categories of teacher knowledge and beliefs that the TELT study examines. The dimension and categories are summarized in a conceptual map in which items are grouped according to the category of knowledge or belief the investigators intended the item to assess. The knowledge and belief indices are summarized in data tables. (ND)
Descriptors: Elementary Secondary Education, Higher Education, Knowledge Base for Teaching, Questionnaires, Reliability, Research Methodology, Teacher Attitudes
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.75).
Publication Type: Tests/Questionnaires; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Identifiers: LISREL Analysis; Reliability Formulas; Teacher Education and Learning to Teach Study; Teacher Knowledge