Teacher Quality Grants Texas, 2012-2014 (ICPSR 36620)

Version Date: Feb 2, 2018

Principal Investigator(s):
Molly H. Weinburgh, Texas Christian University

https://doi.org/10.3886/ICPSR36620.v1

Version V1 ()

  • V2 [2018-08-03]
  • V1 [2018-02-02] unpublished

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Additional details may be in the Version History or Data Collection Notes fields of the study metadata.

2018-02-15 The citation of this study may have changed due to the new version control system that has been implemented. The previous citation was:

  • Weinburgh, Molly H. Teacher Quality Grants Texas, 2012-2014. ICPSR36620-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-02-02. http://doi.org/10.3886/ICPSR36620.v1

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Summary

The Teacher Quality Grants Texas project is a broad, ongoing evaluative study with the goal of better understanding the professional growth in teachers who have self-selected to participate in focused, long-term professional development in mathematics or science provided by the Teacher Quality Granting Program (TQGP). The TQGP, funded through No Child Left Behind (NCLB), aims to improve the quality of teaching which, in turn, leads to improved student achievement.

The 2012-2014 cycle of this study includes administrative and qualitative data, much of which contain observation notes and comments from trained raters observing teachers in their classroom environments. The data also include ratings on classroom activities, organization, student attention, type of student cognition, instructional inquiry demonstrated by teacher, and types of assessment. Teachers in the classroom were also rated on instructional, discourse, assessment, and curriculum factors. Additional, the data contain pre- and post-scores of content tests taken by teachers at the high school level. Administrative data on teachers includes academic degree type, college hours in project topic area, whether teacher had an alternative emergency certificate, grade level(s) taught, teaching assignments related to grant topic area, certification exams passed before and after the grant project, teaching assignment after grant project, reason for leaving grant project, and number of project days and hours by year.

Citation

Weinburgh, Molly H. Teacher Quality Grants Texas, 2012-2014. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-02-02. https://doi.org/10.3886/ICPSR36620.v1

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Funding

No Child Left Behind, Title II, Part A (24292)

Subject Terms

Geographic Coverage

Smallest Geographic Unit

None

Restrictions

To protect respondent privacy, all data files in this collection are restricted from general dissemination. To obtain these restricted files, researchers must agree to the terms and conditions of a Restricted Data Use Agreement.

Distributor(s)

Inter-university Consortium for Political and Social Research
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Time Period(s)

2012 -- 2014

Date of Collection

2012-02-01 -- 2014-06-20

Data Collection Notes

  1. The reflective writing, participant interviews, and concept maps referenced in the documentation are not available as part of this data collection at this time.

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Study Purpose

The purpose of this study is to better understand the professional growth in teachers who have self-selected to participate in focused, long-term professional development in mathematics or science provided by the Teach Quality Granting Program (TQGP). In particular to document and better appreciate complex teacher development constructs such as leadership, use of new teaching tools, and habits of mind that bring value to TQGP participants and their students.

Study Design

  • Content tests: Teacher-participants at the high school level took pre/post assessment of content, using instruments that were authored, administered, and graded by individual project directors.
  • Reflective writing: Teacher-participants were tasked during regularly scheduled professional development sessions to respond to a series of eight (8) reflective prompts designed to elicit participant growth in subject matter, pedagogy, use of instructional technology, and development within a professional community of practice.
  • Participant interviews: A subset of TQ teacher-participants were interviewed by phone, during the summer following a year of grant participation. These interviews were audio recorded and the audio files were sent to a professional transcribing company; the resulting word files were saved for analysis.
  • Classroom observations: A subset of teacher-participants were observed in their classroom setting. The nationally-recognized Electronic Quality of Inquiry Protocol (EQUIP) was used by raters who were trained and calibrated to use a specially-designed iPad application to record observation data
  • Concept maps: Teacher-participants created pre/post concept maps in the summer and academic year. This format provided a holistic assess of growth in participants' conceptual understanding of project content.

Sample

The sample consists of a set of teachers who self-selected to attend the Teacher Quality Grant professional development.

Time Method

Longitudinal: Cohort / Event-based

Universe

Math and science teachers from Texas schools participating in the Teacher Quality Grants Program (TQGP).

Unit(s) of Observation

Individual

Data Type(s)

Mode of Data Collection

Response Rates

78%

Presence of Common Scales

EQUIP- electronic quality of inquiry protocol

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Original Release Date

2018-02-02

Version History

2018-02-15 The citation of this study may have changed due to the new version control system that has been implemented. The previous citation was:

  • Weinburgh, Molly H. Teacher Quality Grants Texas, 2012-2014. ICPSR36620-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-02-02. http://doi.org/10.3886/ICPSR36620.v1

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Weight

The data are not weighted

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