The TBEST questionnaire was developed as part of two research studies conducted by HRI: Assessing the Impact of the MSPs: K–8 Science (AIM, DUE-0928177) Assessing Teacher Learning About Science Teaching (ATLAST, DUE-0335328). The purpose of the TBEST is to investigate teacher beliefs as both a dependent variable (an outcome of professional development) and as an independent variable (a predictor of classroom practice and student learning).
The TBEST is based on research on learning summarized in the National Research Council’s volumes How People Learn: Brain, Mind, Experience, and School (2000) and How Students Learn: Science in the Classroom (2005). There are 21 items on the questionnaire, all of which are answered using a six-point agreement scale.
The questionnaire, as well as a user manual detailing information about the questionnaire’s research base, development process, validity and reliability, and use, can be found below.
Authors: Fulkerson, W. O.; Banilower, E. R.
Date: November 2014
This report describes how instruments from the 2012 National Survey of Science and Mathematics Education align with the indicators described in Monitoring Progress Toward Successful K–12 STEM Education: A Nation Advancing? (National Research Council, 2013). The report includes results from the study aligned with those indicators, as well as lessons learned from the National Survey about how the indicators could be measured in the future.
2012 National Survey – Indicators Report (PDF, 1.7M)
Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:
Fulkerson, W. O. & Banilower, E. R. (2014). Monitoring progress: How the 2012 national survey of science and mathematics education can inform a national K–12 STEM education indicator system. Chapel Hill, NC: Horizon Research, Inc.
Authors: Jaffri, A. Z.; Banilower, E. R.
Date: July 2014
The Teaching Fellowship program at the Knowles Science Teaching Foundation (KSTF) contracted Horizon Research, Inc. (HRI) to administer a survey to principals, or their designees, of schools in which Fellows teach. The survey was developed by KSTF, with input by HRI, and asked school leaders to rate the Fellow on a number of dimensions, including several aspects of teaching (e.g., knowledge of content, knowledge of how to teach the content) and leadership activities outside the classroom (e.g., serving as a formal coach or mentor to other teachers, designing curriculum/instructional materials). The resulting data shed light on the success of the Teaching Fellowship program from the point of view of school leaders.
How Do They Measure Up? (PDF, 305 KB)
Authors: Smith, A. A.; Jaffri, A. Z.; Banilower, E. R.
Date: May 2014
This report summarizes the findings of a study of the Knowles Science Teaching Foundation’s (KSTF’s) Teaching Fellowship program conducted by Horizon Research, Inc. (HRI) from April 2013 through March 2014. The study compares KSTF Fellows—those with an active fellowship and Senior Fellows (Fellows who have completed their fellowship)—currently teaching high school science and/or mathematics to high school science and mathematics teachers nationally, as well as to teachers with similar years of experience and preparation for teaching as the Fellows.
Standing Out in Their Field (PDF, 1.45 MB)