March 1, 2004
This report compares findings from application data the End of Training surveys administered to Master Teachers (MTs) participating in the Classic version of Intel Teach to the Future and those who took part in the Expansion version of Intel Teach to the Future. Classic survey data were collected between March 2001 and July 2002. Expansion survey data were collected between April 2002 and March 2004. The comparison of data from these two surveys shows many strong commonalities as well as some interesting differences between these two groups of Master Teachers. In many cases the two groups were so similar that any differences were found to be not statistically significant. Unless otherwise noted, all of the findings presented in this report are statistically significant. It is important to bear in mind, however, that the formula for determining statistical significance is based in part on the size of the sample. Because the sample sizes for the data reported here are rather large, the reader should use caution when interpreting the meaning of statistically significant but otherwise small differences between the two groups. The frequencies for the Classic and Expansion MT End of Training survey data can be found in Appendix A. The frequencies for the Classic and Expansion MT application data can be found in Appendix B.
Overall, the data indicate that teachers participating in the Intel Teach to the Future Expansion Master Teacher program are very satisfied with the training they receive, and give very positive feedback about all aspects of the training covered in the survey. The most notable differences between the Classic and Expansion groups are in their demographics. The Expansion Master Teachers work in schools that serve more affluent populations than those of their counterparts in the Classic program. In addition, although there are not enough data to make firm conclusions, some data suggest that a large number of Expansion program Master Teachers are not classroom teachers, but rather work in some other capacity in their schools or districts.
Subjects. All Master Teachers who participated in the Classic or Expansion training were expected to complete the End of Training survey at the end of their training. In addition, all Master Teachers were required to complete an application prior to the training experience. The total number of valid Classic and Expansion survey responses was 4,137, with 1,702 participants included in the Classic training and 2,435 participants included in the Expansion training, unless otherwise indicated within a table. Pearson Chi-Square tests were used to determine the statistical significance of findings across both Master Teacher groups.
Instruments. The survey was developed by CCT in consultation with ICT and Intel staff who had been involved in the development of the curriculum. Minor revisions were made to the survey in Spring 2001.
Procedures. This survey was administered via the World Wide Web. Specifically, the survey was mounted within an extranet maintained by Intel for Intel Teach to the Future participants. All Master Teachers were asked to complete the survey at the conclusion of their training. The data reported here from the Classic Intel Teach to the Future training were collected between March 2001 and July 2002. The data reported here from the Expansion Intel Teach to the Future training were collected between April 2002 and March 2004.