Table 3 Instrument key features (part 2)

ATI

Each item scored from 1 to 5 from lower to higher frequency

Correlational studies of ATI scores and teaching and learning factors

BEFS

Distinguished between users and non-users of research-based instructional strategies (RBIS) and their critical components

Response trends in percentages

Compared use of RBIS and critical components with Fisher’s exact test and chi-square

FSSE

None reported

Frequency distributions of responses for each item

HDPFS

None reported

Frequency distributions of responses for each item

HERI

Construct scores estimated based on pattern of responses for construct

Frequency distributions of responses for each item

Construct scores reported in low, average, and high categories

NSOPF

None reported

Frequency distributions of responses for each item

OCES

None reported

Frequency distributions of responses for each item

PIPS

Items scored 0–4, high scores for greater descriptiveness of one’s teaching

Construct scores = total points for construct items/total possible points for construct multiplied by 100

ANOVA and independent t tests used to compare demographic groups

Correlational analysis used to explore relationships between PIPS scores and aspects of teaching

STEP

Instructional format and perceptions of teaching items scored from 1 to 5, higher scores assigned to greater importance or use

Frequency distributions of responses for each item

t tests used to compare means for individual items

STI

Response choices assigned score 0–1, higher scores for more reformed practices

Frequency distributions of responses and mean responses for each item

SUCCEED

Teaching practice items scored 0–4, higher scores for more frequent use

One-way ANOVA to compare mean scores

TPI

Scores 1–3 assigned by item for yes responses. Higher scores for literature supported reformed practices

Whole instrument mean scores, standard deviation, and course enrollment weighted mean scores