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Table 31. Percent 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 200910
 
Type of teacher, by professional development activity Participated in activity Number of hours spent1 Extent to which participation improved teaching1
1–8 hours More than 8 hours Not at all Small extent Moderate extent Great extent
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                             
Music specialist                            
Activities designed for music teachers                            
Applied study in performing music 43 (1.6) 59 (2.9) 41 (2.9) 2! (1.0) 23 (2.5) 40 (2.8) 34 (2.9)
Applied study in improvising, arranging, or composing music 32 (1.8) 75 (2.8) 25 (2.8) 2! (0.6) 28 (3.0) 40 (3.2) 30 (2.9)
Developing knowledge about music (e.g., historical, cultural, analytical) 48 (1.7) 71 (2.5) 29 (2.5) 2! (0.9) 30 (2.7) 38 (2.8) 30 (2.4)
Connecting music learning with other subject areas 64 (1.8) 75 (2.2) 25 (2.2) 3 (0.7) 31 (2.2) 39 (2.4) 27 (1.7)
Research on arts and student learning (e.g., arts and cognition) 43 (2.0) 80 (2.4) 20 (2.4) 3! (0.9) 31 (2.1) 40 (2.2) 26 (2.2)
Integrating educational technologies into music instruction 64 (2.0) 77 (1.9) 23 (1.9) 6 (1.1) 29 (2.1) 39 (2.2) 27 (2.0)
Activities designed for all teachers                            
Incorporating state or district standards into instruction 78 (1.7) 68 (1.8) 32 (1.8) 12 (1.1) 38 (1.6) 33 (1.6) 18 (1.4)
Student assessment 71 (2.0) 73 (1.9) 27 (1.9) 12 (1.4) 35 (2.1) 37 (2.1) 16 (1.4)
A subject area that is unrelated to music 38 (1.7) 55 (2.7) 45 (2.7) 21 (2.3) 35 (2.6) 27 (1.9) 17 (2.1)
Visual arts specialist                            
Activities designed for visual arts teachers                            
Applied study in art studio (e.g., painting, photography) 52 (1.6) 66 (2.3) 34 (2.3) 3 (0.7) 20 (1.9) 34 (2.2) 41 (2.2)
Developing knowledge about visual arts (e.g., historical, cultural, analytical) 56 (2.2) 69 (2.0) 31 (2.0) 1! (0.6) 20 (1.9) 40 (2.6) 37 (2.1)
Connecting visual arts learning with
other subject areas
69 (2.0) 71 (1.7) 29 (1.7) 2 (0.6) 25 (2.1) 41 (2.1) 31 (1.7)
Research on arts and student learning (e.g., arts and cognition) 46 (2.0) 74 (2.3) 26 (2.3) 3! (1.1) 24 (2.0) 37 (2.2) 33 (2.5)
Integrating educational technologies into visual arts instruction 62 (1.9) 78 (1.6) 22 (1.6) 4 (0.8) 26 (2.1) 37 (2.2) 31 (2.2)
Activities designed for all teachers                            
Incorporating state or district standards into instruction 79 (1.6) 66 (1.8) 34 (1.8) 6 (0.9) 34 (1.9) 39 (1.9) 20 (1.4)
Student assessment 70 (1.7) 71 (1.8) 29 (1.8) 9 (1.0) 33 (1.9) 38 (1.8) 18 (1.6)
A subject area that is unrelated to visual arts 41 (1.7) 51 (3.0) 49 (3.0) 20 (2.3) 35 (2.6) 26 (2.3) 16 (2.0)
                             
Classroom teacher                            
Activities focusing on arts education                            
Applied study in one of the arts or arts education 22 (1.7) 83 (2.6) 17 (2.6) 3! (1.3) 47 (3.8) 36 (3.9) 14 (2.3)
Developing knowledge about the arts (e.g., historical, cultural, analytical) 18 (1.4) 81 (3.6) 19 (3.6) 4! (1.6) 53 (4.7) 35 (4.8) 9 (2.4)
Connecting arts learning with
other subject areas
35 (2.1) 80 (2.3) 20 (2.3) 4 (1.2) 40 (3.9) 39 (3.9) 17 (2.1)
Research on the arts and
student learning (e.g., arts
and cognition)
20 (1.3) 89 (2.4) 11 (2.4) 3! (1.3) 43 (4.0) 38 (3.9) 16 (3.1)
Activities designed for all teachers                            
Incorporating state or district standards into instruction 78 (1.8) 51 (2.1) 49 (2.1) 3 (0.8) 22 (2.0) 44 (2.6) 31 (2.0)
Student assessment 83 (1.5) 55 (1.8) 45 (1.8) 3 (0.7) 21 (2.0) 44 (2.2) 32 (1.8)
Integrating educational technologies into instruction 84 (1.6) 66 (1.9) 34 (1.9) 2 (0.6) 23 (1.8) 44 (2.0) 31 (1.9)
! 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. 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 102M, 2009–10; “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; and “Arts Survey of Elementary School Classroom Teachers,” FRSS 102C, 2009–10.
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