How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice? Findings from the 2022 American Instructional Resources Survey. American Educator Panels. Research Report. RR-A134-18

Autor/inn/en	Zuo, George; Doan, Sy; Kaufman, Julia H.
Institution	RAND Education and Labor
Titel	How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice? Findings from the 2022 American Instructional Resources Survey. American Educator Panels. Research Report. RR-A134-18
Quelle	(2023), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Teachers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Faculty Development; Released Time; Off the Job Training; Teacher Behavior; Activities; Instructional Effectiveness; Outcomes of Education; Academic Achievement; Educational Benefits; Workshops; Coaching (Performance) + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Arbeitsfreistellung; Außerbetriebliche Weiterbildung; Teacher behaviour; Lehrerverhalten; Unterrichtserfolg; Lernleistung; Schulerfolg; Schulleistung; Bildungsertrag; Lernwerkstatt; Schulung
Abstract	In this report, the authors use data from the American Instructional Resources Survey (AIRS) fielded in spring 2022 to kindergarten through 12th grade (K-12) math, English language arts, and science teachers to describe teachers' professional learning (PL) activities, with an emphasis on how much PL time was spent on various topics and activities. Although the AIRS largely focuses on using, adapting, and creating instructional materials, the 2022 AIRS also asked teachers how PL time was spent on various topics, including classroom management and supporting student mental health. This allows for the description of a broader variety of teacher PL activity. The authors also examine the extent to which teacher participation in PL translates to instructional efficacy, as measured by teacher reports of standards-aligned classroom practices and estimates of student achievement relative to grade level. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01