APPENDIX A - DATA GATHERING INSTUMENTS

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1. Questionnaires used in training.
Questionnaire 1
Questionnaire 2
Questionnaire 3
Questionnaire 4

2. Interview formats.
Interview 1
Interview 2 - Levels of Use
Interview 3 - Working Conditions

Questionnaire 1
1. What grade will you be teaching 1990-91?

2. How many years of teaching experience have you had?

3. How do you view yourself as a reading/language arts
teacher?

4. What is your current focus in language arts
instruction? How do you teach reading/language arts?

5. Where did you learn to teach reading/language arts the way you presently do?

6. Why do you teach reading/language arts the way you presently do?

7. Are you satisfied with your present methods? If you are not satisfied, could you describe why?

8. When did you first learn about the ECRI method of reading/language arts instruction?

9. What are your expectations for this course? What do you hope to learn?
Questionnaire 2

1. How do you feel about the ECRI method of instruction?

2. Do you think there are some parts that you might be able to use in your classroom? What parts?

3. Are there some concerns you have about the ECRI method?

4. What aspects of ECRI or the training do you like?

5. What aspects of ECRI or the training do you dislike?

6. Have you been introduced to any strikingly new concepts this week? How do you feel about them?

7. Are you aware of any changes you are experiencing in your beliefs or attitudes?
Questionnaire 3

1. Do you feel the ECRI method of instruction might work for you? Why? Why not?

2. How would you evaluate your performance in using the method so far? How did the students respond to your use of the method?

3. Are there some concerns you have about the ECRI method?

4. If you implemented this method, what changes would you have to make?

5. What may be some results if you were to implement this
method?

6. Have you been introduced to any strikingly new concepts this week? How do you feel about them?

7. Are you aware of any changes you are experiencing in your beliefs or attitudes?

Questionnaire 4

2. Does the change to ECRI match or conflict with the goals you hold for yourself professionally? personally?

3. What did you do to get ready for the change to ECRI?

4. Now that several weeks of the school year have passed, describe what it has been like to make this change. Does it match your expectations? In what ways does it not match?

5. Have you called on or used any sources of support so far? Describe both the formal and informal supports you have experienced.

6. What has been the most notable success(es) you have experienced related to this change?

7. What has been the most notable difficulty(ies) you have encountered related to making this change?

8. Have there been any surprises?

9. Has your personal life been affected by the change to ECRI? Could you describe that briefly?

10. How would you compare the time you are spending in teaching and teaching-related activities this year with last year?

11. Would you say yet that you have "made" the change to ECRI? Please explain.

12. If you were to advise a colleague who was about to make the change to ECRI, what would you say?

* Adapted from Mager, G. M., Myers, B., Maresca, N., Rupp, L., & Armstrong, L. (1986). Changes in Teachers' Work Lives. The Elementary School Journal, 86, 345-357.
Interview 2

Levels of Use Interview Format
(Loucks, Newlove, & Hall, 1975)
Interview 3

Working Conditions

1. Could you describe the kinds of supports you have in your school.
Further probes -Involvement in decision making
-Feelings toward veteran teachers and administrators
-Opportunities to innovate
-Extent of expertise among colleagues
-Supports for planning and preparing
materials
-Kinds of informal interaction

2. I need an idea of your work load. Could you share with me factors that affect the ease with which you are able to perform your everyday duties.
Further probes -Number of preps
-Adequacy of texts, materials and equipment
-Kinds of students special ed. etc.
-Adequacy of written information
-Certainty of employment status

Adapted from Szabo (1989).