Search Results: (16-26 of 26 records)
|NCES 2003022||Mathematics Teachers' Familiarity with Standards and their Instructional Practices: 1995 and 1999
This issue brief uses data from the TIMSS 1995 and TIMSS 1999 surveys to examine the degree of teacher familiarity with various standards and assessments in 1995 and 1999. It then compares teacher reports of their instructional practices in classrooms with teacher reports of their familiarity with standards and assessments. The analysis shows that teacher awareness of state curriculum guides and state assessments increased between 1995 and 1999. In addition, the Brief provides modest support for the existence of a relationship between familiarity with policy instruments and teacher practices.
|NCES 2002131||Arts Education in Public Elementary and Secondary Schools: 1999-2000
This report provides national data on arts education in public elementary and secondary schools during 1999–2000. Five surveys were employed in order to gain a more comprehensive understanding of the state of arts education. The first two surveys captured information from elementary and secondary school principals on a wide variety of topics related to how the arts were delivered in the nation’s regular public schools, such as: the availability and characteristics of instructional programs in music, visual arts, dance, and drama/theatre; staffing; space for arts instruction; and funding sources. Other topics included supplemental programs and activities in the arts, administrative support, and the perceived status of the arts among school staff and parents. As a complement to the elementary school survey, the elementary school music specialist, visual arts specialist, and self-contained classroom teacher surveys provided data on a broad range of topics regarding how the arts were taught in the nation’s public elementary schools in 1999–2000. Topics included: the educational backgrounds (e.g., degrees, certification, years of experience) of music specialists, visual arts specialists, and classroom teachers; participation in professional development activities; teaching load; teaching practices; collaboration and integration of the arts into other areas of the curriculum; and teacher involvement in arts-related activities outside of school.
|NCES 2000014||Mathematics and Science in the Eighth Grade: Findings from the Third International Mathematics and Science Study (1995)
This in-depth report focuses on the eighth-grade findings from the 1995 Third International Mathematics and Science Study, with an emphasis on the place of the United States among the participating nations. It examines overall U.S. student achievement, the achievement of various subpopulations within the United States, and instructional practices of U.S. eighth-grade mathematics and science teachers.
|NCES 2000062||The Condition of Education, 2000
The Condition of Education is an indicator report, summarizing the health of education, monitoring important developments, and showing trends in major aspects of education. The 65 indicators included examine relationships; show changes over time; compare or contrast sub-populations, regions, or countries; or assess characteristics of students from different backgrounds and types of schools. An indicator is policy relevant and problem oriented; it typically incorporates a standard against which to judge progress or regression. Please remember, however, that indicators are not intended to identify causes or solutions, and cannot individually by themselves provide a completely comprehensive view of conditions in education.
|NCES 1999348||What Happens in Classrooms? Instructional Practices in Elementary and Secondary Schools, 1994-95
This report presents data on how teachers in the classroom teach students. Teachers’ practices in four areas of instruction are covered here: the roles that teachers and students play in learning activities, the materials and technology used in the classroom, the kind of learning tasks that students do both in the classroom and at home, and how teachers assess and evaluate student learning. Data are from a national sample of teachers in kindergarten through 12th grade and in all subject areas.
|NCES 199908||Measuring Classroom Instructional Processes: Using Survey and Case Study Field Test Results to Improve Item Construction
This report describes the results of an exploratory project to develop and field questionnaire items and related methods designed to capture information about instructional processes used nationally in eighth to twelfth grade mathematics. Data from classroom observers, short logs of daily classroom practice kept over a month, and a teacher questionnaire were used to assess the quality of the items.
|NCES 1999036||Digest of Education Statistics, 1998
The Digest is an annual compendium whose primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The Digest includes more than 400 tables from many sources, both government and private, and draws especially on the results of surveys and activities caried out by NCES. The publication contains information on a variety of subjects in the field of education including educational attainment, federal funds for education, and numbers of schools, colleges, teachers and students.
|NCES 1999074||The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States (1995)
This report presents the methods and findings of the Videotape Classroom Study, a video survey of eighth-grade mathematics lessons in Germany, Japan, and the United States. This exploratory research project is part of the Third International Mathematics and Science Study (TIMSS). It is the first to collect videotaped records of classroom instruction-in any subject-from national probability samples.
|NCES 98495||School Policies and Practices Affecting Instruction in Mathematics
This report describes the educational policies and practices affecting instruction in mathematics, with particular attention to the relationship between these policies and practices and student performance on the NAEP mathematics assessment. The report focuses on who teaches mathematics, what emphasis mathematics instruction receives in the schools, and what resources are available in schools that support mathematics learning.
|NCES 95278||NELS:88 High School Senior's Instructional Experiences in Science and Math
This survey report examines key characteristics and explores teaching methods and practices of math and science teachers of NELS:88 Second Follow-up students.
|NCES 9511||Measuring Instruction, Curriculum Content, and Instructional Resources: The Status of Recent Work
The four papers contained in this volume are four parts of a series on the status of recent work on measuring instruction, curriculum content, and instructional resources. These papers were intended to identify aspects of instruction, to analyze the approaches used by several leading studies, and to describe the implications of recent work for NCES data collection effors related to the opportunity to learn.