Search Results: (1-15 of 19 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCEE 20084034 | The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone. |
9/22/2008 |
| NCES 2008342 | Documentation for the NCES Common Core of Data Pilot Teacher Compensation Survey (TCS), Restricted-Use Data File, School Year 2005–06
This restricted-Use Data File contains teacher level data from the Pilot Teacher Compensation Survey, School Year 2005-06. This is a research and development effort to collect individual salary and demographic data on public school teachers. Seven states participated in this effort: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. Data include base salary, total salary, highest degree earned, years of teaching experience, NCES school and agency IDs, race gender and age data. |
9/3/2008 |
| REL 2008047 | An Analysis of State Data on the Distribution of Teaching Assignments Filled by Highly Qualified Teachers in New York Schools
New York rural schools and districts have a high percentage of core teaching assignments filled by highly qualified teachers, with only small differences across key factors such as school poverty and school need for improvement. Urban schools—particularly those in New York City—have fewer core assignments filled by highly qualified teachers. |
5/5/2008 |
| NCES 2008153 | Teacher Career Choices: Timing of Teacher Careers Among 1992-93 Bachelor's Degree Recipients
This report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to analyze the teaching career choices of 1992-93 bachelor's degree recipients. As of 2003, some 87 percent of graduates reported not teaching in 1994, 1997, and 2003 (nonteachers). Of the 13 percent of graduates who were teaching at one or more of the three follow-up interviews, 31 percent taught consistently, 41 percent were late starters, 16 percent were leavers, and 12 percent were other teachers. The report also provides an in-depth look at the teacher career choices of those graduates with various demographic characteristics, academic backgrounds, teaching assignments, and salaries. Among those who taught, graduates with dependents in each year (1993, 1997, and 2003) taught consistently at higher rates than graduates without dependents. Most graduates who taught consistently had majored in education for their bachelor's degree (77 percent). On the other hand, 40 percent of education majors were not teaching at the elementary/secondary level in 1994, 1997, or 2003. Many of the 1992-93 graduates who became teachers had earned a master's degree or higher by 2003 and had done so at higher rates than graduates who did not teach: 39 percent of graduates who taught had attained a master's degree or higher by 2003, compared with about one-quarter of those who did not teach. The results in this report may inform research on teacher supply and demand, teacher attrition, and teacher retention. |
4/29/2008 |
| NCES 2008440 | Findings from the Pilot Teacher Compensation Survey: School Year 2005-06
This brief publication contains summary data from the research and development effort to collect individual salary and demographic data on public school teachers. Seven states participated in this effort: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. Data from full-time public school teachers who teach at only one school were included in the analysis. Median salaries and counts for different groupings by experience, age, race, and gender are presented. |
4/10/2008 |
| NCES 2008013 | Public-Use Data Files and Documentation: Educational Technology in Teacher Education Programs for Initial Licensure
This file contains data from a 2006 quick-response survey titled “Educational Technology in Teacher Education Programs for Initial Licensure.” The study provides information on how teacher candidates within teacher education programs for initial licensure at 4-year postsecondary institutions are being prepared to use educational technology once they enter the field. The survey questions focus on the characteristics of teacher education programs for initial licensure, regardless of whether the programs are at the undergraduate or graduate level. NCES released the results of the survey in the publication Educational Technology in Teacher Education Programs for Initial Licensure. In May 2006, questionnaires and cover letters for the study were mailed to all Title IV degree-granting 4-year postsecondary institutions in the 50 states and the District of Columbia. The letter introduced the study, and requested that the questionnaire be completed by the person or persons at the institution most knowledgeable about the role of educational technology in the institution’s teacher education programs for initial licensure. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in June 2006, and data collection was completed in September 2006. The final response rate was 95 percent. Respondents were asked about the educational technology-related topics and practices taught within teacher education programs for initial licensure (e.g., using Internet resources and communication tools for instruction, creating or using digital portfolios, using technology to access or manipulate data to guide instruction). They were asked to report the extent to which teacher candidates are taught to use technology tools for a variety of purposes (e.g., enhancing or enriching classroom instruction, assessing individual student progress, designing instructional interventions). Information was collected on the extent to which teacher candidates are able to practice what they learn during their field experiences and the extent to which this opportunity is impeded by a variety of barriers within classrooms (e.g., availability of technology infrastructure, willingness of supervising teachers to integrate technology, competing priorities in the classrooms). Respondents also reported the perceived program outcomes for graduates (e.g., the ability to construct project-based learning lessons, recognize when students with special needs may benefit from adaptive/assistive technology, integrate technology into instruction). The extent to which various factors act as barriers to the integration of educational technology into the daily teaching and learning environment of teacher candidates was also collected. |
4/9/2008 |
| NCES 2008040 | Educational Technology in Teacher Education Programs for Initial Licensure
This report details findings from “Educational Technology in Teacher Education Programs for Initial Licensure,” a survey that was designed to provide policy makers, researchers, educators, and administrators with timely baseline information on a range of topics involving educational technology and teacher education programs for initial licensure at 4-year postsecondary institutions. Findings suggest that teacher education programs for initial licensure were oriented toward preparing teacher candidates to use educational technology. For example, while about half of all institutions with teacher education programs for initial licensure offered 3- or 4-credit stand-alone courses in educational technology in their programs, many also taught educational technology within methods courses (93 percent), within the field experiences of teacher candidates (79 percent), and within content courses (71 percent). Large majorities of institutions agreed (strongly or somewhat) that their program graduates possess the skills and experience to integrate technology into instruction, and can construct project-based learning lessons involving educational technology. However, institutions reported a variety of barriers that impeded efforts to prepare teacher candidates to use educational technology within both program coursework and field experiences. For example, a majority of institutions reported a variety of moderate or major barriers to the ability of teacher candidates to practice educational technology-related skills and knowledge during their field experiences, including competing priorities in the classroom (74 percent), available technology infrastructure in the schools (73 percent), and lack of training or skill (64 percent), time (62 percent), and willingness (53 percent) on the part of supervising teachers to integrate technology in their classrooms. |
12/5/2007 |
| REL 2007031 | Preparing and Licensing High Quality Teachers in Pacific Region Jurisdictions
The Pacific Region needs more highly qualified teachers, but current teacher preparation and training programs and certification and licensing processes are not meeting this need. |
10/3/2007 |
| NCES 2007163 | To Teach or Not to Teach? Teaching Experience and Preparation Among 1992-1993 Bachelor's Degree Recipients 10 Years After College
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report profiles 1992-93 bachelor’s degree recipients’ experience with K-12 teaching in the subsequent 10 years, as well as their preparation for teaching. The analysis first compares current and former teachers in this cohort on several demographic and educational measures, and contrasts these groups with 1992-93 graduates who never taught. The report provides an overview of teachers’ job satisfaction and, for those not teaching in 2002-03, the main reason for not teaching. The second section looks at graduates’ preparation for teaching, including the key steps of completing a teacher education program, serving as a student teacher, and earning certification. Finally, the report examines the main reasons graduates who never taught gave for deciding against teaching. |
7/31/2007 |
| NCES 2007008 | Description and Employment Criteria of Instructional Paraprofessionals
This Issue Brief (1) offers a descriptive portrait of the distribution of instructional paraprofessionals in all public elementary and secondary schools by instructional responsibility and selected school characteristics and (2) examines the educational attainment criteria used by school districts in hiring these paraprofessionals. Data for this analysis were drawn from the 2003–04 Schools and Staffing Survey (SASS). The findings from this analysis indicate that 91 percent of public elementary and secondary schools in the United States had at least one instructional paraprofessional on staff in 2003–04. A greater percentage of traditional public schools than charter schools had instructional paraprofessionals and a greater percentage of elementary schools than secondary schools report having instructional paraprofessionals. Overall, 93 percent of schools were in districts that required paraprofessionals to have a high school diploma or the equivalent. The results also indicate that a greater percentage of Title I schools than non-Title I schools were in districts that required instructional paraprofessionals to have a high school diploma or the equivalent. |
6/26/2007 |
| NCEE 20074007 | National Evaluation of Early Reading First: Final Report to Congress
The No Child Left Behind Act (NCLB) of 2001 created the Early Reading First (ERF) program to provide funding to preschools, particularly those that serve children from low-income families, to support the development of children's language and literacy skills. NCLB mandated that the Department conduct an independent evaluation of the ERF program to assess the impact of the program on both children's literacy skills as well as the instructional content and practices in preschool classrooms. Using a quasi-experimental design, the study found that the program had a positive impact on children's print and letter knowledge, but not on phonological awareness or oral language. The program had positive impacts on aspects of the classroom environment and teacher practices that are intended to support the development of language and literacy skills. |
6/4/2007 |
| NCES 2006031 | Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners
This Research and Development (R&D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices. Spending more time on subject and working within a full-day kindergarten structure were found to be associated with relatively large gains in achievement. Also, certain teacher background variables—particularly the self-reported amount of coursework in methods of teaching reading and mathematics—were positively related to the teacher-reported frequency of various instructional practices that in turn were associated with higher achievement. |
3/28/2006 |
| NCES 2005030 | Characteristics of Public School Teachers' Professional Development Activities: 1999-2000
Using data from the 1999–2000 Schools and Staffing Survey (SASS), this Issue Brief shows how prevalent various features of professional development activities were among public school teachers. During the 1999–2000 school year, teachers were asked about their professional development activities during the previous 12 months. Some 59 percent of public school teachers participated in professional development focused on content in the subject matter they taught and 73 percent participated in professional development focused on methods of teaching. A majority of teachers reported receiving eight or fewer hours of professional development in either subject matter content or teaching methods. In terms of the format of professional development activities, 95 percent of teachers attended a workshop, conference, or other training session in the previous year, compared with 42 percent who participated in mentoring, peer observation, or coaching. Seventy-four percent of teachers participated in regularly scheduled collaboration with other teachers on issues of instruction. SASS asked school principals to report on how important various influences were on the determination of teacher professional development activities. More than half of public school principals reported a school improvement plan or state or local academic standards as very important influences on determining the content of teacher professional development activities; 26 percent of principals called teacher preferences a very important influence. |
8/8/2005 |
| NCES 2005161 | Elementary/Secondary School Teaching Among Recent College Graduates: 1994 and 2001
This report discusses teaching in elementary and secondary schools, preparing to teach at the elementary/secondary level, and considering teaching among 1999-2000 college graduates as of 2001 (i.e., within about a year of completing the bachelor’s degree). It is based on data from the 2000/01 Baccalaureate and Beyond Longitudinal Study (B&B:2000/01), a spring 2001 follow-up of bachelor’s degree recipients from the 1999-2000 National Postsecondary Student Aid Study (NPSAS:2000). The report examines whether graduates who differed in demographic characteristics (gender and race/ethnicity) and undergraduate academic characteristics (types of institutions attended, college entrance examination scores, undergraduate grade point averages, and major fields of study) also differed in terms of teaching and teaching-related behaviors as of 2001. The report also compares teaching and teaching-related behaviors of the 1999-2000 cohort as of 2001 with those of the 1992-93 cohort as of 1994. The analyses indicate that 12 percent of graduates had taught in an elementary/secondary school in the year following graduation, and that teaching was more common among women, among graduates who received their degrees from public and from non-doctorate-granting institutions, and among graduates with higher cumulative undergraduate GPAs but lower college entrance examination scores. The proportion of graduates who had taught within a year of receiving a bachelor’s degree increased slightly, from 10 to 12 percent, between graduates who received their degrees in 1992-93 and 1999-2000, respectively. |
8/5/2005 |
| NCES 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
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