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- Introduction
- Adult Literacy and Lifeskills Survey (ALL)
- Academic Libraries Survey (ALS)
- Baccalaureate and Beyond (B&B) Longitudinal Study
- Beginning Postsecondary Students (BPS) Longitudinal Study
- Beginning Teacher Longitudinal Study(BTLS)
- Common Core of Data (CCD)
- Current Population Survey (CPS)
- Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
- Early Childhood Longitudinal Study, Kindergarten Class of 1998‑99 (ECLS‑K)
- Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS‑K:2011)
- Educational Longitudinal Study of 2002 (ELS 2002)
- Quick Response Information System (FRSS/PEQIS)
- High School and Beyond (HS&B) Longitudinal Study
- High School Longitudinal Study of 2009 (HSLS:09)
- High School Transcript Studies (HSTS)
- International Adult Literacy Survey (IALS)
- Integrated Postsecondary Education Data System (IPEDS)
- Middle Grades Longitudinal Study of 2017– 18 (MGLS:2017)
- National Assessment of Adulty Literacy (NAAL)
- National Assessment of Educational Progress (NAEP)
- National Adult Literacy Survey (NALS)
- National Education Longitudinal Study of 1988 (NELS 88)
- National Household Education Survey Program (NHES)
- National Longitudinal Study of the High School Class of 1982 (NLS 72)
- National Postsecondary Student Aid Study (NPSAS)
- National Study of Postsecondary Faculty (NSOPF)
- National Teacher and Principal Survey (NTPS)
- Program for the International Assessment of Adult Competencies (PIAAC)
- Progress In International Reading Literacy Study (PIRLS)
- Program For International Student Assessment (PISA)
- Private School Universe Survey (PSS)
- School and Staffing Survey (SASS)
- SASS Principal Follow-Up Survey (PFS)
- SASS School Library Media Center Survey (SLS)
- SASS Teacher Follow-up Survey (TFS)
- Survey of Earned Doctorates (SED)
- Crime and Safety Surveys (SCS & SSOCS)
- Teaching and Learning International Survey (TALIS)
- Trends In International Mathematics and Science Study (TIMSS)
Teaching and Learning International Survey (TALIS)
3. KEY CONCEPTS
TALIS 2013 focuses on six themes motivated primarily by the collective policy interests of participating education systems and secondarily by current theory and research, described below.
Continuous Professional Development. This includes a profile of in–service professional development (types of activities, participation rates, intensity of participation, mentoring and induction programs), needs and demands for in–service professional development, barrier preventing participation in in–service professional development, perceived impact of in–service professional development, and initial teacher education.
Teacher Appraisal. This includes a profile of teacher appraisal (frequency, criteria, outcomes) and perceptions of the effectiveness and impact of teacher appraisal.
School Leadership and Management. This includes a profile of school leadership and management styles (including indicators on the roles and functions of school leaders) and distributed/team leadership.
School Climate. This includes disciplinary climate, teacher-student relations, a profile of teachers’ working time, teacher and principal job satisfaction, and parent-teacher and parent-school relations.
Teachers’ Instructional Beliefs. This includes a profile of teaching practices, a profile of cooperation among teaching staff, teaching special education needs students, pedagogical use of technology, and a profile of student assessment practices.
Teachers’ Pedagogical and Professional Practices. This includes a profile of teaching practices, a profile of cooperation among teaching staff, teaching special education needs students, pedagogical use of technology, and a profile of student assessment practices.
