Professional Development in the United States: Trends and Challenges. Phase II of a Three-Phase Study. Executive Summary

Autor/inn/en	Wei, Ruth Chung; Darling-Hammond, Linda; Adamson, Frank
Institution	National Staff Development Council
Titel	Professional Development in the United States: Trends and Challenges. Phase II of a Three-Phase Study. Executive Summary
Quelle	(2010), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Faculty Development; Educational Trends; Trend Analysis; Performance Factors; Barriers; Professional Development; Educational Opportunities; Teacher Collaboration; Data Analysis; Educational Indicators; Educational Assessment; Research Reports; Participation; Access to Education; Academic Achievement; Educational Practices; Educational Policy + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsentwicklung; Trendanalyse; Leistungsindikator; Bildungsangebot; Bildungschance; Lehrerkooperation; Auswertung; Educational indicato; Bildungsindikator; Education; assessment; Bewertungssystem; Research report; Forschungsbericht; Teilnahme; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Bildungspraxis; Politics of education; Bildungspolitik
Abstract	A new study that analyzes the status of professional learning in the United States reveals that the nation is making some progress in providing increased support and mentoring for new teachers. But the study also reveals that the United States has moved backward in providing the vast majority of teachers with the kind of ongoing, intensive professional learning that research shows has a substantial impact on student learning. In 2008, teachers nationwide had fewer opportunities to engage in sustained professional learning opportunities than they had four years earlier. They were also half as likely to report collaborative efforts in their schools than teachers did in 2000. The new report, which examined 2008 data from the federal government's Schools and Staffing Survey (SASS) and other sources, summarizes Phase II findings of the three-part Status of Professional Learning study launched in 2008 by the National Staff Development Council (NSDC) and a team of researchers from the Stanford Center for Opportunity Policy in Education (SCOPE). It also assesses each state on the quality of their professional development across 11 indicators that comprise a newly-developed Professional Development Access Index. (Contains 3 charts.) (ERIC).
Anmerkungen	National Staff Development Council. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10