Search Results: (16-30 of 513 records)
|NCES 2020089||Restricted-Use Data Files and Documentation (FRSS 109): 2018-19 Teachers’ Use of Technology for School and Homework Assignments
This product contains data from a Fast Response Survey System (FRSS) survey titled "2018-19 Teachers’ Use of Technology for School and Homework Assignments." This survey provides nationally representative data on public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that student access to technology outside of school has on homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic outbreak in 2020. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students.
The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3–12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/language arts, social studies/social science, math, or science. Data were provided by approximately 2,900 teachers from sampled from 1,600 schools. Computers were defined to include desktop and laptop computers, as well as tablets with a virtual or physical keyboard. Smartphones were not included in the definition of computers, but separate information was collected for smartphones.
Documentation provides information about the purpose of the study, the sample design, the data collection procedures, the data processing procedures, response rates, imputation, weighting and standard error calculation and use, the data files and codebooks, and the file layout of the ASCII data file. The ASCII data and a SAS version of the data file are also provided.
Note that the public use version of the data under NCES-2020088 has much of the same information. The restricted-use file has an NCES school ID and Census region information not included in the public-use data.
|REL 2020033||Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota
Educators from Colorado, Missouri, and South Dakota share concerns about changes in school and district leadership. They have expressed interest in better understanding school and district leader mobility and attrition, and related factors. This report describes the proportions of school and district leaders who remained in leadership positions in the same schools or districts (stayers), transferred to leadership positions in different schools or districts (movers), or took nonleadership positions or left the state public school system (leavers) in Colorado, Missouri, and South Dakota. The report also describes the extent to which characteristics of principals, schools, and districts were associated with the likelihood of principals being movers or leavers rather than stayers. The authors used administrative data from 2015/16 to 2018/19, provided by the state education agencies. Results suggest that the proportions of school and district leaders who were stayers after one year ranged from 77 to 82 percent and that the proportions of stayers after three years ranged from 51 to 56 percent. After three years, younger principals were more likely to be movers and older principals were more likely to be leavers, compared to their peers. Principals who identified as a racial/ethnic minority and those who earned lower salaries were also more likely to be movers or leavers. In addition, principals were more likely to move from or leave schools that the state identified as needing additional support for improvement and schools in lower-performing districts. Findings suggest that decisionmakers may wish to better understand the causes of leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools.
|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.
|REL 2020035||Self-Study Guide for Career Readiness in Secondary Schools
This Self-study Guide for Career Readiness in Secondary Schools was developed to help educators plan and implement district and school career readiness practices. It is intended to promote reflection about current strengths and challenges in planning for implementation of career readiness practices, 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 career readiness practices and increase the number of students earning high school diplomas and successfully transition to postsecondary training and careers.
|NCES 2020024||Projections of Education Statistics to 2028
Projections of Education Statistics to 2028 is the 47th in a series of publications initiated in 1964. This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary level, and enrollment and degrees at the postsecondary level for the past 15 years and projections to the year 2028. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2028. The methodology section describes models and assumptions used to develop national- and state-level projections.
|NCES 2020144||The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|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 2020069||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7-9) (2020-069)
Following the initial release of TALIS 2018 web report (2019-132) on June 19, 2019, this second volume web report 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.
|REL 2020018||Guide and Checklists for a School Leader’s Walkthrough during Literacy Instruction in Grades 4–12
This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers.
|WWC IR010120||Intervention Report: Open Learning Initiative (OLI)
OLI provides high-quality online courses and learning materials to instructors and learners at low or no cost. The interactive OLI courses feature machine-guided instruction, immediate feedback, exploratory virtual laboratories, worked examples, and practice problems. Most OLI courses are open to both independent learners and students in instructor-led courses. OLI provides content that ranges in length from several-hour modules to full-semester courses. Independent learners may complete the material at their own pace, while students in instructor-led courses may be assigned to complete the material in a specified timeframe.
|REL 2020016||Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
This Kindergarten Teacher's Guide provides information for kindergarten teachers on how to support families as they practice foundational reading skills at home. It serves as a companion to the What Works Clearinghouse (WWC) Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Both guides present four research-based recommendations and how-to steps: the WWC guide is for teaching children at school, and this guide is to help teachers support families in practicing foundational reading skills at home.
br/> The information in this Kindergarten Teacher’s Guide is designed to assist teachers in supporting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices, and facilitated by ongoing parent-teacher communication. The Teacher’s Guide provides a framework for literacy support activities presented during schools’ family literacy nights and parent-teacher conferences.
|NCES 2020009||Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|REL 2020013||Limited certificated teachers in Washington: Barriers to becoming fully certificated and needed supports
Many states, including Washington, are attempting to address teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in efforts to support these teachers as they seek full certification, Washington policymakers want to understand more about their interests and needs. This study presents the findings of a statewide survey of limited certificated teachers in Washington. Survey results show that more than two-thirds of the limited certificated teachers who completed the survey expressed interest in becoming fully certificated, and many expressed interest in becoming fully certificated in subject areas that currently face staffing shortages. Those who expressed interest in becoming fully certificated identified substantial barriers to doing so, however, including time and financial concerns. This was particularly true for limited certificated teachers of color, who identified a broader range of supports they would need if they were to pursue full certification. These findings have important implications for the state’s effort to address teacher shortages and to increase the diversity of its teacher workforce.
|NCES 2019164||U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) Web Report
This web report provides comparative information about the computer and information literacy of 8th-grade students in the United States and 13 other education systems that participated in the International Computer and Information Literacy Study (ICILS) 2018. ICILS is a computer-based international assessment, sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). It measures 8th-grade students’ skill and experience in using information communications technologies (ICT) as well as teacher use of ICT in school. ICILS data are based on an assessment of student ICT capabilities using a computer as well as student and teacher responses to survey questions on computer access, use, and self-efficacy.
|REL 2020006||Adoption of, enrollment in, and teacher workload for the Expository Reading and Writing Curriculum in California high schools
The Expository Reading and Writing Curriculum (ERWC) is a college preparatory English language arts course designed to enhance the abilities of students through rhetorical analyses of compelling issues and interesting texts. In order to inform the organizations that support the infrastructure of the ERWC as they seek to make the ERWC more widely available across the state, this study was designed to explore the characteristics of schools that have adopted the ERWC, the characteristics of students enrolled in the course, and the teacher workloads for the course. The study was also intended to inform a wider audience of policymakers and educators who are interested in strengthening postsecondary readiness by expanding opportunities for high school students to take courses similar to the ERWC. This study used two data sources: 1) data collected by the Center for the Advancement of Reading and Writing at the California State University Chancellor’s Office, which includes all the schools that have adopted the ERWC, and 2) data from the California Department of Education, which includes data on all courses taught at California public schools and the demographic characteristics of the students enrolled in each course.
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