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Williams, Thomas O., Jr.; Ernst, Jeremy V.; Rossi, Louis – Journal of STEM Education: Innovations and Research, 2018
As integrated STEM education becomes more commonplace, the number of inclusive STEM classrooms containing students with disabilities will continue to rise. This presents many challenges to both STEM education teachers and Special education teachers. Do STEM education and Special education teachers have the appropriate credentials to effectively…
Descriptors: STEM Education, Special Education, Special Education Teachers, Inclusion
Ingersol, Richard M.; Merrill, Elizabeth; Stuckey, Daniel; Collins, Gregory – Consortium for Policy Research in Education, 2018
Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? This report summarizes the results of an exploratory research project that investigated what trends and changes…
Descriptors: Educational Trends, Elementary Secondary Education, Teacher Characteristics, Diversity (Faculty)
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Bowen, Bradley D.; Coats, Teena; Williams, Thomas O.; Ernst, Jeremy V. – Engineering Design Graphics Journal, 2018
Although the caseload of students with categorical disabilities and limited English proficiency has increased in recent years for secondary engineering design graphics teachers, the level of preparation to teach students with these characteristics has not. Given that teachers must develop inclusive classroom environments for all students, the…
Descriptors: Secondary School Teachers, Teacher Qualifications, Engineering Education, Design
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Mason-Williams, Loretta; Gagnon, Joseph Calvin – Journal of Special Education, 2017
This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school…
Descriptors: Secondary School Teachers, Special Education, Nontraditional Education, Special Education Teachers
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Ingersoll, Richard; Merrill, Lisa – National Center for Education Statistics, 2017
This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987-88 to 2011-12. The report focuses on three key demographic characteristics: the size of the teaching force, the level of teaching experience…
Descriptors: Elementary Secondary Education, National Surveys, Elementary School Teachers, Secondary School Teachers
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Rotermund, Susan; DeRoche, John; Ottem, Randolph – National Center for Education Statistics, 2017
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…
Descriptors: Faculty Development, Teacher Characteristics, Institutional Characteristics, Public School Teachers
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Wieczorek, Douglas – Education Policy Analysis Archives, 2017
This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels…
Descriptors: Principals, Administrator Attitudes, Faculty Development, Geographic Location
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Conley, Sharon; You, Sukkyung – Educational Management Administration & Leadership, 2017
The subject of special education teachers' intentions to leave has been a longstanding concern of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers' intentions to leave for a nationally representative USA sample of 2,060 secondary school special education teachers (with students aged…
Descriptors: Special Education Teachers, Intention, Teacher Persistence, Predictor Variables
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Rushton, Gregory T.; Rosengrant, David; Dewar, Andrew; Shah, Lisa; Ray, Herman E.; Sheppard, Keith; Watanabe, Lynn – Physical Review Physics Education Research, 2017
Efforts to improve the number and quality of the high school physics teaching workforce have taken several forms, including those sponsored by professional organizations. Using a series of large-scale teacher demographic data sets from the National Center for Education Statistics (NCES), this study sought to investigate trends in teacher quality…
Descriptors: Public School Teachers, Science Teachers, Physics, Secondary School Teachers
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Pedersen, Daphne E.; West, Robert R. – Education, 2017
How do secondary STEM teachers perceive the environments in which they teach? To what degree is STEM teaching at the secondary level situated in a gendered workplace organization? Using data from the 1999-2000 Schools and Staffing Survey, we examined how men and women who were full-time secondary school teachers in STEM fields (N = 5,617)…
Descriptors: Secondary School Teachers, STEM Education, Teacher Attitudes, Work Environment
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Luke, Jeremy Byron; Kapa, Ryan; Gimbert, Belinda – AERA Online Paper Repository, 2016
Previous research at the local level on informal observations of classroom teachers by school principals suggests that the frequency of informal observations has little or no effect on teachers' perceptions of school climate. This study employs School and Staffing Survey (SASS) data to examine to the extent to which these results are replicated or…
Descriptors: Beginning Teachers, Teacher Evaluation, Educational Environment, Principals
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Rahman, Taslima; Fox, Mary Ann; Ikoma, Sakiko; Gray, Lucinda – National Center for Education Statistics, 2017
This report provides a snapshot of the extent to which U.S. public school students are taught by certified and experienced teachers. The report uses two datasets available to the National Center for Education Statistics (NCES): the Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP). SASS provides a…
Descriptors: Public School Teachers, Teacher Certification, Experienced Teachers, Teacher Qualifications
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You, Sukkyung; Conley, Sharon – Educational Management Administration & Leadership, 2015
The subject of teachers' intentions to leave has recently captured the attention of researchers and practitioners. This paper reports on a study that examined the workplace predictors of teachers' intentions to leave for teachers in different career stages. Structural equation modeling was used to assess the plausibility of a conceptual model…
Descriptors: Secondary School Teachers, Models, Structural Equation Models, Predictor Variables
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Izumi, Masashi; Shen, Jianping; Xia, Jiangang – Education and Urban Society, 2015
In this study we investigated determinants of the graduation rate of public alternative schools by analyzing the most recent, nationally representative data from Schools and Staffing Survey 2007-2008. Based on the literature, we built a series of three regression models via successive block entry, predicting the graduate rate first by (a) student…
Descriptors: Nontraditional Education, Public Schools, Graduation Rate, Predictor Variables
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Hill, Jason; Stearns, Christina – National Center for Education Statistics, 2015
This report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes in selected subject areas by using data from the 2011-12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States. SASS collects data on American public and…
Descriptors: High School Students, High Schools, Majors (Students), Public School Teachers
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