Search Results: (1-15 of 21 records)
|NCES 2017200||Teacher Professional Development By Selected Teacher and School Characteristics: 2011–12 (NCES 2017-200)
This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011–12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional development activities during the 2011–12 school year. The report focuses on public school teachers’ responses to questions regarding the topics covered in their professional development activities; the amount of time spent in those activities in the last 12 months; the support they received for participation; and whether they engaged in less formal professional activities, such as working collaboratively with other teachers on instruction. The report examines each of these aspects of public school teachers’ professional development not only nationwide but also by the level of the schools in which they taught, their years of teaching experience, and the locale in which they taught.
|REL 2017270||Educator outcomes associated with implementation of Mississippi's K-3 early literacy professional development initiative
This study examined changes in teacher knowledge of early literacy skills and ratings of quality of early literacy skills instruction, student engagement during early literacy skills instruction, and teaching competencies between winter 2014 and fall 2015. During the time frame examined, the Mississippi Department of Education began providing early literacy professional development to K-3 teachers through a series of online and face-to-face workshops. Over the course of the study, average teacher knowledge started in the 48th percentile and ended in the 59th percentile. In targeted high-need schools, during observations conducted by state literacy coaches, ratings of quality increased from the 31st percentile to the 58th percentile, student engagement increased from the 37th percentile to the 53rd percentile, and teaching competencies increased from the 30th percentile to the 44th percentile. While this study was not intended to determine if the professional development was effective or caused the observed changes, the changes appeared to be associated with teachers' participation in the professional development. At the end of the study, teachers who had not yet started the professional development were in the 54th percentile for teacher knowledge, and teachers who had completed the professional development were in the 65th percentile. Similarly, at the end of the study, teachers who had not yet started the professional development were in the 42nd percentile for quality, 39th for engagement, and 38th for teaching competencies, where as teachers who had completed the professional development were in the 59th percentile for quality, 53rd for engagement, and 54th for teaching competencies.
|REL 2017225||Impacts of the Retired Mentors for New Teachers program
This study evaluates the impact of the Retired Mentors for New Teachers Program, a two-year intervention at the elementary-school level. The program pairs recently retired, master educators with probationary teachers in high-need schools. These retired educators provide the teachers with weekly support over two years that includes tailored in-class observations, coaching, and mentoring. The study used a randomized controlled trial approach to assess the program’s impact on student learning in reading and math, on teacher turnover, and on teacher evaluation ratings. To assist education leaders interested in replicating the program, the study also gathered detailed data on the program’s cost to the school district and return on investment over time. Key findings include that students of teachers collaborating with retired mentors demonstrated a significant improvement in math achievement equivalent to one month’s worth of added instructional time. At an annual local cost of $171 per student, the positive impacts on math achievement produce a return on investment that can pay back the program’s cost more than 15 times over, through increased student earnings over time.
|REL 2016120||Stated Briefly: Teacher evaluation and professional learning: Lessons from early implementation in a large urban district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. REL Northeast and Islands, in collaboration with the Northeast Educator Effectiveness Research Alliance, examined the alignment of teacher evaluation and professional learning in a large urban district in the Northeast. REL researchers examined the types of professional learning activities teachers reported they participated in, the alignment of the reported activities with what evaluators prescribed, and whether evaluation ratings improved from one academic year to the next. The study found that teachers received written feedback across all standards of the evaluation rubric. Each prescription tended to include one or two recommended professional activities, and more of these activities were professional practice activities, such as independent work to improve instruction, than professional development activities, such as courses or workshops. Teachers reported participating in more professional activities for the instruction-based standards than for the non-instruction-based standards. For all standards, less than 40 percent of teachers reported participating in the activities their evaluator recommended. While further work may be needed to strengthen the connection between teacher evaluation and a comprehensive system of teacher support and development, this study takes the first step in illustrating the need for coherence among these related systems.
|NCES 2016063||Teaching and Learning International Survey (TALIS) 2013 U.S. public-use data files and documentation
The TALIS 2013 U.S. public-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The U.S. TALIS 2013 data files are formatted so that they can be easily merged with the TALIS international data files, available from the OECD at http://stats.oecd.org/Index.aspx?datasetcode=talis_2013%20. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
|NCES 2016064||Teaching and Learning International Survey (TALIS) 2013 U.S. restricted-use data files and documentation
The TALIS 2013 U.S. restricted-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The TALIS 2013 U.S. restricted-use data files include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
|REL 2015105||Professional learning communities facilitator's guide for the What Works Clearinghouse practice guide: Teaching academic content and literacy to English learners in elementary and middle school
The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide, produced by the What Works Clearinghouse. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply key ideas and strategies to help K–8 English learners acquire the language and literacy skills needed to succeed academically.
The facilitator's guide employs a five-step cycle that encourages professional learning communities to debrief, define, explore, experiment, and reflect and plan. This cycle is supplemented with activities, handouts, readings, and videos. Participants will develop a working knowledge of some of the best practices in the English learner practice guide through analysis of teaching vignettes and other interactive activities. Included in the toolkit of materials are activities along with 31 handouts and 23 videos. Four of the videos provide a narrative overview of each of the four recommendations in the practice guide, and the remaining videos show actual classrooms from three different grade levels putting the recommendations into practice.
|NCES 2015010||Teaching and Learning International Survey (TALIS) 2013: U.S. Technical Report
This technical report is designed to provide researchers with an overview of the design and implementation of the Teaching and Learning International Survey (TALIS) 2013. This information is meant to supplement that presented in OECD publications by describing those aspects of TALIS 2013 that are unique to the United States.
Chapter 2 provides information about sampling requirements and sampling in the United States. Chapter 3 provides information on instrument development. Chapter 4 describes the details of how schools and teachers were recruited, and Chapter 5 describes field operations used for collecting data. Chapter 6 describes participation rates at the school and teacher level. Chapter 6 also includes nonresponse bias analysis (NRBA) results for unit-level and item-level response rates (details of the NRBA are provided in appendix E). Chapter 7 describes international activities related to data processing, and weighting. Chapter 8 describes the data available from both international and U.S. sources. Chapter 9 discusses some special issues involved in analyzing the TALIS 2013 U.S. data because of response rates below the international TALIS standards (as described in chapter 6) and also includes selected data tables from the international TALIS report. In addition, the technical report includes all recruitment materials used during the conduct of the study, the U.S. versions of the TALIS questionnaires, and a complete list of all adaptations made to the questionnaires.
|REL 2014010||Summary of Research on the Effectiveness of Math Professional Development Approaches
The study identified and screened 910 research studies in a comprehensive literature search for effectiveness studies of math professional development approaches. Of these 910 studies, 643 examined professional development approaches related to math in grades K-12 and were conducted in the United States. Of the 643 studies, 32 focused primarily on math professional development provided to teachers and used a research design for examining effectiveness. Five of those were determined to have met WWC evidence standards (version 2.1) either with or without reservations. And of those five, only two found positive effects on students' math proficiency. Thus, there is very limited causal evidence to guide districts and schools in selecting a math professional development approach or to support developers' claims about their approaches.
|NCEE 20124050||Effects of Making Sense of SCIENCE Professional Development on the Achievement of Middle School Students, Including English Language Learners
For report NCEE 2012-4002 Effects of Making Sense of SCIENCE Professional Development on the Achievement of Middle School Students, Including English Language Learners http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=87
This file contains data from a study that evaluates the effects of the Making Sense of ScienceTM Force and Motion professional development program. The program is designed to improve teachers' pedagogical and science content knowledge. The Making Sense of ScienceTM Force and Motion course for teachers incorporates physical science content, analysis of student work and thinking, and classroom instruction to develop teacher expertise about force and motion and science instruction. The course emphasizes inquiry-based instruction practices.
The study found that grade 8 teachers who received the professional development had greater content knowledge about force and motion and confidence in teaching force and motion than teachers who did not receive the professional development. However, there was no impact of the program on students' physical science test scores.
The study was conducted from spring 2009 through spring 2010 in 137 schools served by 55 districts in Arizona and California. The study sample included 181 teachers who were randomly assigned to an intervention or control group (90 to intervention and 91 to control). Outcomes were measured for teachers during both the 2008/09 and 2009/10 school years and for students during the 2009/10 school year. The impact analyses included 133 teachers and 5,130 students in grade 8. The study's key outcome variables--teacher and student content knowledge in force and motion, student academic achievement in physical science, teacher confidence in teaching force in motion--were assessed with project administered tests (ATLAST's Test of Force and Motion), the California Standards Test in science, and teacher surveys.
|REL 20124013||Effects of Curriculum and Teacher Professional Development on the Language Proficiency of Elementary English Language Learner Students in the Central Region
This study is a randomized controlled trial examining the impact on student English language proficiency of the On Our Way to English (OWE> curriculum, offered in combination with the Responsive Instruction for Success in English (RISE) teacher professional development.
On Our Way to English was developed to provide ELL students access to English oral language development, comprehensive literacy instruction, and standards-based content area information in science and social studies. Responsive Instruction for Success in English (RISE) complements the OWE classroom program with professional development to understand the content of OWE, the rationale for its structure, and practical strategies for its use.
The study found that the combination of OWE and RISE did not have a statistically significant effect on students’ acquisition of English, teacher-reported student engagement, instructional practices, or assessment practices.
|REL 20124005||Evaluation of Quality Teaching for English Learners (QTEL) Professional Development
To add to the evidence base on effective strategies for teaching English language learner students, the 2006-2011 REL West at WestEd conducted a rigorous study of the impact on middle grades student achievement of a teacher professional development program.
The program, Quality Teaching for English Learners (QTEL), is an approach to improving the teaching of English language learner students. The program aims to enhance the ability of teachers to work with English language learner students and increase the quality of instruction for all other students in the mainstream classroom. QTEL summer institutes consist of seven days of professional development to provide a foundation for using new tools and processes for the academic and linguistic development of adolescent English language learner students.
This study, Evaluation of Quality Teaching for English Learners (QTEL) Professional Development, examined QTEL’s effects on student outcomes in English language arts and English language development, as measured by the California Standards Test and the California English Language Development Test. No significant effects of QTEL were found on student achievement. For teachers, no significant effects were found on attitudes, knowledge, or practice, as measured by the teacher survey, teacher knowledge assessment, and a classroom observation protocol, respectively.
The study sample included middle schools in urban and suburban areas of three Southern California counties. The study was conducted from 2007-2010.
|REL 20124017||The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region
The 2006-11 Regional Educational Laboratory Mid-Atlantic at Penn State University has concluded a rigorous experimental study of the effect of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement and engagement of grade 6 students.
CMP2 is designed to encourage students to be responsible for their mathematics learning by exploring different solution pathways, sharing their ideas with other students, listening to the ideas of others, and questioning each other.
The study, Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region, found that students who experienced CMP2 did not have greater mathematics achievement or engagement than comparison students who experienced other curricula. The study was conducted in 70 schools in the Mid-Atlantic region.
|REL 20124002||Effects of Making Sense of SCIENCE Professional Development on the Achievement of Middle School Students, Including English Language Learners
The study, Effects of Making Sense of SCIENCE professional development on the achievement of middle school students, including English language learners, found that grade 8 teachers who received the professional development had greater content knowledge about force and motion and confidence in teaching force and motion than teachers who did not receive the professional development. However, there was no impact of the program on students’ physical science test scores.
The Making Sense of Science Force and Motion course for teachers incorporates physical science content, analysis of student work and thinking, and classroom instruction to develop teacher expertise about force and motion and science instruction. The course emphasizes inquiry-based instruction practices.
|REL 2012122||Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States
This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement.