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Table 147. Percentage and standard error for public elementary school music specialists, visual arts specialists, and classroom teachers reporting that they participated in various professional development activities, and of those teachers, percentage distribution and standard error for the number of hours spent and the extent to which participation improved teaching: School year 1999–2000—Continued (Return to Table 147)
 
Type of teacher, by professional development activity Extent to which professional development improved teaching1
Not at all Small extent Moderate extent Great extent
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                 
Music specialist                
Activities designed for music teachers                
Applied study in performing music 4! (1.6) 22 (3.6) 43 (4.2) 31 (3.7)
Applied study in improvising, arranging, or composing music 4! (1.8) 32 (4.3) 39 (4.8) 25 (4.0)
Developing knowledge about music (e.g., historical, cultural, analytical) 5! (1.9) 24 (3.5) 50 (3.8) 22 (3.1)
Connecting music learning with other subject areas 3! (1.1) 29 (2.9) 43 (3.1) 25 (2.5)
Integrating educational technologies into music instruction 9 (1.7) 36 (3.2) 37 (3.3) 18 (2.9)
Activities designed for all teachers                
Incorporating state or district standards into instruction 8 (1.9) 39 (3.4) 34 (2.9) 20 (2.7)
                 
Visual arts specialist                
Activities designed for visual arts teachers                
Applied study in art studio (e.g., painting, photography) # (†) 26 (3.4) 46 (4.1) 27 (3.2)
Developing knowledge about visual arts (e.g., historical, cultural, analytical) # (†) 24 (3.3) 39 (3.6) 36 (3.4)
Connecting visual arts learning with other subject areas 1! (0.6) 23 (3.2) 43 (3.3) 32 (3.2)
Integrating educational technologies into visual arts instruction 7 (2.0) 31 (3.5) 40 (3.6) 22 (3.0)
Activities designed for all teachers                
Incorporating state or district standards into instruction 8 (1.9) 36 (2.7) 39 (3.3) 17 (3.1)
                 
Classroom teacher                
Activities focusing on arts education                
Applied study in one of the arts or arts education 11 (2.5) 38 (4.6) 34 (4.1) 17 (3.4)
Developing knowledge about the arts (e.g., historical, cultural, analytical) 7! (3.1) 41 (4.7) 35 (3.9) 17 (2.8)
Connecting arts learning with other subject areas 5! (1.7) 39 (3.5) 39 (3.2) 17 (2.6)
Activities designed for all teachers                
Incorporating state or district standards into instruction 4 (0.9) 28 (2.4) 49 (2.5) 19 (1.6)
Integrating educational technologies into instruction 4 (0.9) 26 (2.4) 48 (2.7) 22 (2.1)
† Not applicable.
# Rounds to zero.
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
1 Based on the percentage of teachers who participated in each professional development activity.
NOTE: Detail may not sum to totals because of rounding. The data presented in this table may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report. Arts specialists are education professionals with a teaching certificate in an arts discipline—such as music, visual arts, dance, or drama/theatre—who provide separate instruction in that discipline. Classroom teachers are teachers of self-contained classrooms; these teachers could teach arts areas as separate subjects or incorporate arts areas into other subjects.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Elementary School Music Specialists,” FRSS 77M; “Survey of Elementary School Visual Arts Specialists,” FRSS 77VA, and “Arts Survey of Elementary School Classroom Teachers,” FRSS 77C, 1999–2000.

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