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ERIC Number: ED417158
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 120
Abstractor: N/A
Reference Count: N/A
Student Learning, Teaching Quality, and Professional Development: Theoretical Linkages, Current Measurement, and Recommendations for Future Data Collection. Working Paper Series.
Mullens, John E.; Leighton, Mary S.; Laguarda, Katrina G.; O'Brien, Eileen
This report examines the nature and extent of professional development activities, assesses the current National Center for Education Statistics (NCES) collection of professional development data, and recommends ways to enhance that data collection. Section 1, "Overview and Background," introduces the subject. Section 2, "Linking Student Learning, Teaching Quality, and Professional Development," describes linkages between the three. Section 3, "Professional Development Indicators," outlines a taxonomy of professional development indicators of effectiveness in light of recent research and thinking. Section 4, "Measuring Professional Development Process and Outcomes," describes customary approaches to measuring professional development, focusing on teacher surveys, teacher interviews, observations of teaching practice, observations of professional development activity, and analysis of student achievement test results. Section 5, "Professional Development as Measured through Existing Surveys," analyzes the focus and usefulness of available survey items with respect to inclusion in NCES data collection activities. The survey items include professional development design, delivery, content, context, and outcomes. Section 6, "Recommendations for NCES Data Collection on Professional Development," recommends new items, instruments, and methods that will maintain important time series yet generate more comprehensive data sets for supporting characterizations of practice more responsive to present conceptions about educational outcomes. Section 7 offers conclusions. The four appendixes include referenced background materials and items from 22 surveys used by NCES and others to learn about professional development. Appendices contain, "The National Education Goals--Goal 4"; "U.S. Dept. of Education Professional Development Principles"; "American Federation of Teachers Professional Development Guidelines"; survey items and indicators. (Contains 52 references.) (SM)
U.S.Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.