Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200
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| Title: | Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200 |
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| Language: | English |
| Authors: | Rotermund, Susan, DeRoche, John, Ottem, Randolph, National Center for Education Statistics (ED), Insight Policy Research |
| Source: | National Center for Education Statistics. 2017. |
| Availability: | National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2017 |
| Contract Number: | EDIES13C0079 |
| Document Type: | Numerical/Quantitative Data Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Middle Schools Secondary Education Junior High Schools High Schools |
| Descriptors: | Faculty Development, Teacher Characteristics, Institutional Characteristics, Public School Teachers, Incidence, Teacher Collaboration, Elementary Secondary Education, National Surveys, Elementary School Teachers, Middle School Teachers, Secondary School Teachers, Teaching Experience, Rural Schools, Urban Schools, Suburban Schools, Time Factors (Learning), Statistical Analysis |
| Assessment and Survey Identifiers: | Schools and Staffing Survey (NCES) |
| Abstract: | 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. The following are appended: (1) Data Tables; and (2) Standard Error Tables. |
| Abstractor: | As Provided |
| Number of References: | 22 |
| IES Funded: | Yes |
| IES Publication: | https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017200 |
| Entry Date: | 2017 |
| Accession Number: | ED573871 |
| Database: | ERIC |
| Abstract: | 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. The following are appended: (1) Data Tables; and (2) Standard Error Tables. |
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