Search Results: (1-15 of 74 records)
|REL 2021062||Self-Study Guide for Evidence-Based Coaching for Literacy: PreK–Grade 12
This Self-study Guide for Evidence-Based Literacy Coaching PreK-Grade 12 was developed to help improve the effectiveness of literacy coaching in order to increase the knowledge, skill, and ability of teachers to implement evidence-based practices. This self-study guide was designed to help administrators, teacher leaders, and coaches reflect upon literacy coaching strengths and challenges, spark conversations among staff, and identify areas for improvement. The guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy coaching, increase the percentage of teachers receiving coaching services that use evidence-based practices in their classrooms, and improve student achievement in literacy.
|NCES 2017072REV2||Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2015–16 National Teacher and Principal Survey Public School Teacher Data File.
|NCES 2020142REV||Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
|NCES 2020321||2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|WWC 2020011||The eMINTS Comprehensive Program
This What Works Clearinghouse (WWC) intervention report summarizes the research on the eMINTS Comprehensive Program, which aims to help teachers improve their practice and the outcomes of their students by offering structured professional development, coaching, and support for integrating technology into the classroom. The program’s goals include supporting teachers in using classroom technology to implement high-quality, inquiry-based learning, in which students develop understanding and knowledge of content matter by engaging in meaningful investigations that require reasoning, judgement, and decision making. Based on the research, the WWC found that, in grades 4-8, eMINTS may increase students’ math achievement and may result in little or no change in students’ literacy achievement.
|NCES 2019132||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report (the first of two volumes) provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching. The second volume was released on March 23, 2020.
|REL 2017273||Opportunities for teacher professional development in Oklahoma rural and nonrural schools
The purpose of this study was to fill the gap in statewide information about teacher professional development opportunities in Oklahoma and compare the opportunities in rural and nonrural schools. The Regional Educational Laboratory Southwest, along with members of the Oklahoma Rural Schools Research Alliance, developed a survey that measured how professional development is structured, how it is planned, and what supports and barriers teachers may face in accessing professional development. The sampling frame was obtained from the website of the Oklahoma State Department of Education. Principals from 1,609 public elementary and secondary schools in Oklahoma were invited to participate in the online universe survey. The Office of Educational Quality and Accountability administered the survey in spring 2016, and 51.3 percent of the principals completed the survey. A nonresponse bias analysis was conducted, and nonresponse weights were created. All the results were adjusted by the nonresponse weights. In the descriptive results, Oklahoma schools are divided into rural versus nonrural schools using the urban-centric locale classification in the 2013/14 Common Core Data. The results report differences between rural and nonrural schools if they are significant at the p < .05 level based on a t-test and if the difference is at least 5 percentage points. Results indicate that the majority of rural schools in Oklahoma offer multiple types of professional development structures for teachers, such as conferences and workshops. However, rural schools offer fewer types than do nonrural schools. The biggest barrier that keeps both rural and nonrural teachers from attending any type of professional development is scheduling conflicts with other school or professional activities, and the barrier is more prevalent for rural teachers. The findings of this study show that rural schools provide a substantial amount of support for their teachers’ professional development, but the support is less likely in rural schools than in nonrural schools to be provided by peers (e.g., common planning and collaboration time, teacher-led coaching and mentoring, and collaborative learning). Rural schools could look for ways to increase collaborative learning between teachers so that teachers can support and mentor each other. Taking greater advantage of online resources could help rural schools supplement local, in-person professional development.
|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 2017256||Impact of the Developing Mathematical Ideas professional development program on grade 4 students' and teachers' understanding of fractions
The purpose of this study was to assess the impact of the Developing Mathematical Ideas (DMI) professional development program on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions. The study was conducted during the 2014/15 school year. A total of 84 schools from eight school districts in three states (Florida, Georgia, and South Carolina) agreed to participate. Participants included 264 grade 4 teachers and their 4,204 students. The study utilized the "gold standard" methodology involving random assignment of schools to either DMI or the control condition. Teachers in the DMI condition participated in 24 hours of professional development on fractions during fall 2014. They attended eight 3-hour sessions conducted over four days (two 3-hour sessions per day; one day per month). DMI did not demonstrate any impact on student knowledge of fractions. Students of DMI teachers performed at almost the same level as those taught by control teachers; the difference was not statistically significant. The impact of the DMI on teachers’ knowledge of fractions was inconclusive. DMI teachers performed slightly better than teachers who did not participate in DMI, but the result was not statistically significant. It was, however, close to the threshold of statistical significance (p = .051).
|NCEE 20174010||Does Content-Focused Teacher Professional Development Work? Findings from Three Institute of Education Sciences Studies
Subject knowledge is widely viewed as important for teaching, and professional development (PD) often aims to build such knowledge. This brief synthesizes findings from three large-scale random assignment studies of PD that were conducted by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. Although the PD programs in each study were different, they all emphasized building teachers' content knowledge or knowledge about content-specific pedagogy. The programs combined summer institutes with periodic teacher meetings and coaching during the school year. These programs were compared to the substantially less intensive PD that teachers typically received in study districts. The studies found that the PD boosted teachers' subject knowledge and some aspects of instructional quality, but did not have a positive impact on student achievement. The studies also found that most of the measured aspects of teachers' knowledge and practice were not correlated with student achievement. This consistent pattern of findings suggests that future studies should seek to better understand on what aspects of teacher knowledge and practice PD should focus, and how PD can achieve a larger impact on this knowledge and practice.
|NCEE 20164010||Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development
A popular strategy for improving student achievement in math is to provide teachers with professional development (PD) that deepens their conceptual understanding of math. This report examines the effectiveness of such a PD program. The PD program included an 80-hour summer workshop (Intel Math) that focused on grades K-8 math, as well as 13 additional hours of collaborative meetings focused on analyzing student work and one-on-one coaching based on observations of teachers' lessons. More than 200 4th-grade teachers from six districts in five states were randomly assigned to either a treatment group that received the study PD or a control group that did not. The study PD had a positive impact on teachers' math knowledge and on their use and quality of mathematical explanations in class. However, the study PD did not have a positive impact on student achievement.
|REL 2016145||Understanding field experiences in traditional teacher preparation programs in Missouri
The purpose of this study was to describe the characteristics of field experiences in traditional teacher preparation programs completed by first-year teachers in Missouri and how experiences vary by teaching certificate type. This descriptive study is based on data from a survey administered in early 2015 to first-year teachers in Missouri public schools who completed traditional teacher preparation programs. Findings show that first-year teachers had field experiences that varied substantially in duration and diversity and that experiences varied for teachers with different types of teaching certificates. Most first-year teachers reported that their student teaching experiences aligned with their career teaching plans and first teaching assignments. Perceptions of the quality of resources and support in field experience schools were generally positive and first-year teachers reported frequent professional collaboration. Parent and community interaction during field experiences was less frequent. Observation and feedback activities during field experiences were frequent and first-year teachers engaged in a variety of instructional activities. Findings suggest that state and program administrators in Missouri and elsewhere may wish to monitor field experiences closely to ensure that expectations are met. Survey data suggest potential areas of focus including interaction with parents and community during field experiences; selection, training, and expectations of teacher candidate mentors; connections between course pedagogy to field experiences; and collaboration between teacher preparation programs and preK–12 schools. The survey developed for this study provides a data collection tool that can be adopted or adapted by state and teacher preparation program administrators and used as part of a system for monitoring program implementation. Detailed information about the implementation of teacher preparation programs may be used in future research on aspects of teacher preparation that are associated with more positive outcomes for program completers and their preK–12 students.
|REL 2016133||Relationship between school professional climate and teachers' satisfaction with the evaluation process
This study, conducted by the Regional Educational Laboratory Northeast & Islands in collaboration with the Northeast Educator Effectiveness Research Alliance, reports on the relationship between teachers' perceptions of school professional climate and their satisfaction with their formal evaluation process using the responses of a nationally representative sample of teachers from the Schools and Staffing Surveys. Specifically, the study used logistic regression analysis to examine whether teachers' satisfaction with their evaluation was associated with two measures of school professional climate (principal leadership and teacher influence), teacher and school characteristics, and the inclusion of student test scores in the evaluation system. The results indicate that teachers' perceptions of their principals' leadership was associated with their satisfaction with the evaluation system—the more positively teachers rated their principal's leadership, the more likely they were to report satisfaction with their evaluation process. The rating teachers received on their evaluation was also associated with their satisfaction, with those rated satisfactory or higher more likely to be satisfied. Teachers whose evaluation process included student test score outcomes were less likely to be satisfied with that process than teachers whose evaluations did not include student test scores. The findings reinforce current literature about the importance of the school principal in establishing positive school professional climate. The report recommends additional research related to the implementation of new educator evaluation systems.
|REL 2016125||How do school districts mentor new teachers?
This report provides a snapshot of school district policies for mentoring new teachers in five REL Central states (Kansas, Missouri, Nebraska, North Dakota, and South Dakota). State education agencies collected survey data from school districts on: who provides mentoring; how mentoring time changes after the first year; whether mentors are expected to observe their mentees; whether mentors are required to get training; whether mentors are paid stipends for their work; and district barriers to implementing mentor programs. Respondents from nearly 1,000 school districts, including superintendents and other district administrative leaders, completed the survey. The report also provides suggested next steps for district and state leaders to consider in light of the survey findings and current research.
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