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Table 98. Percent and standard error for public secondary school music and visual arts specialists 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 2009–10—Continued (Return to Table 98)
 
Type of teacher, by professional development activity Extent to which participation 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 2! (1.0) 16 (2.0) 44 (2.3) 37 (2.3)
Applied study in improvising, arranging, or composing music 6 (1.6) 32 (2.9) 36 (3.1) 26 (2.7)
Developing knowledge about music (e.g., historical, cultural, analytical) 3 (0.8) 29 (2.2) 44 (2.2) 25 (1.9)
Connecting music learning with other subject areas 5 (1.0) 37 (2.2) 42 (2.3) 16 (1.6)
Research on arts and student learning (e.g., arts and cognition) 6 (1.3) 30 (2.8) 42 (2.8) 22 (2.1)
Integrating educational technologies into music instruction 3 (0.7) 32 (1.9) 43 (2.2) 22 (1.8)
Activities designed for all teachers                
Incorporating state or district standards into instruction 16 (1.4) 43 (2.0) 31 (1.7) 11 (1.3)
Student assessment 14 (1.4) 38 (1.8) 34 (1.6) 13 (1.4)
A subject area that is unrelated to music 35 (3.3) 36 (3.5) 19 (2.0) 11 (1.7)
Visual arts specialist                
Activities designed for visual arts teachers                
Applied study in art studio (e.g., painting, photography) 1! (0.5) 17 (1.7) 38 (2.4) 44 (2.6)
Developing knowledge about visual arts (e.g., historical, cultural, analytical) 3 (0.8) 20 (1.9) 43 (2.7) 33 (3.1)
Connecting visual arts learning with other subject areas 4 (0.8) 31 (2.3) 42 (2.2) 23 (2.1)
Research on arts and student learning (e.g., arts and cognition) 4 (0.9) 27 (2.3) 45 (2.7) 25 (2.5)
Integrating educational technologies into visual arts instruction 3 (0.7) 28 (1.9) 43 (2.2) 26 (2.2)
Activities designed for all teachers                
Incorporating state or district standards into instruction 9 (1.1) 41 (2.1) 36 (2.0) 15 (1.3)
Student assessment 7 (1.1) 38 (1.8) 37 (2.0) 17 (1.6)
A subject area that is unrelated to visual arts 15 (1.7) 32 (2.2) 32 (2.5) 20 (2.4)
! 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.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10; and “Survey of Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10.

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