Search Results: (1-12 of 12 records)
|NCES 2020103||Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
|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.
|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.
|REL 2012135||A Descriptive Analysis of the Principal Workforce in Wisconsin
National and state policymakers are concerned that the principal workforce is aging, that fewer new principals are joining the workforce, and that fewer female and racial/ethnic minority educators are entering and remaining in the principal workforce. This study describes trends in demographic characteristics and retention rates in the Wisconsin principal workforce between 1999 and 2009.
|NCES 2010363||2007-08 Schools and Staffing Survey (SASS) and 2008-09 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2007-2008 and the 2008-2009 TFS. The TFS data and User's manual are the added features to this re-release of the 2007-2008 SASS restricted-use ECB.
|NCES 2008309||2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB.
|NCES 2006313||Characteristics of Schools, Districts, Teachers,
Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey
The Schools and Staffing Survey (SASS) is the nationís most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored.
|NCES 2005335||1999-2000 Schools and Staffing Survey (SASS) and 2000-01 Teacher Follow-up Survey (TFS) CD-ROM: Public-Use Data with Electronic Codebook
This updated public-use electronic codebook contains frequency counts of responses for each data item and most respondents from the 2000-01 Teacher Follow-up Survey, in addition to the previously released 1999-2000 SASS data. Copies of the 1999-2000 SASS questionnaires are available at: http://nces.ed.gov/surveys/SASS/question9900.asp; see the Online Availability for the TFS questionnaires.
|NCES 200208||A Profile of Part-Time Faculty: Fall 1998
This report describes some of the key findings from the 1999 National Study of Postsecondary Faculty (NSOPF:99) concerning the similarities and differences between part-time and full-time faculty.
|NCES 2002163||Part-time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think
This report describes the characteristics and attitudes of part-time instructional faculty and staff in fall 1992. It includes a compendium of tables on the characteristics, work activities, attitudes, and compensation of part-time and full-time instructional faculty and staff in public and private not-for-profit 2-year-and-above postsecondary institutions. It offers researchers and policymakers a resource for making comparisons with future NSOPF reports on part-time faculty.
|NCES 2001152||Background Characteristics, Work Activities, and Compensation of Faculty and Instructional Staff in Postsecondary Institutions: Fall 1998
This publication is the first from the 1999 National Study of Postsecondary Faculty (NSOPF:99), a study of faculty and instructional staff in postsecondary institutions in the United States. This report describes the background characteristics, work activities, and compensation of faculty and instructional staff in public and private not-for-profit 2-year-and-above postsecondary institutions.
|NCES 97973||Characteristics and Attitudes of Instructional Faculty and Staff in the Humanities
This report focuses on the characteristics, workload, compensation, and attitudes of full-time instructional faculty and staff who taught the humanities in 4-year higher education institutions in the fall of 1992. Data are provided for the humanities generally and for the specific program areas of English and literature, foreign languages, history, and philosophy and religion.
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