Documentation For The 2011 12 Schools And Staffing Survey Nces 2016 817
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| Author | : Shawna Cox |
| Publisher | : |
| Total Pages | : 1317 |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
The overall objective of the Schools and Staffing Survey (SASS) is to collect the information necessary for a comprehensive picture of elementary and secondary education in the United States. The abundance of data collected permits detailed analyses of the characteristics of schools, principals, teachers, school libraries, and public school district policies. The linkage of the SASS questionnaires enables researchers to examine the relationships among these elements of education. The 2011-12 SASS consisted of five types of questionnaires: (1) a school district questionnaire; (2) principal questionnaires; (3) school questionnaires; (4) teacher questionnaires; and (5) a school library media center questionnaire. The principal, school, and teacher questionnaires were modified slightly between the public school versions (Principal Questionnaire, School Questionnaire, Public School Questionnaire (With District Items), and Teacher Questionnaire) and private school versions (Private School Principal Questionnaire, Private School Questionnaire, and Private School Teacher Questionnaire) to refer to either the public or private sector correctly. The Private School Questionnaire also incorporated the Private School Universe Survey (PSS) items that were collected at the same time as SASS in 2011-12. The School Library Media Center Questionnaire was administered to public (including public charter) schools in 2011-12. This report contains chapters on the following topics: (1) changes in SASS design, content, and methodology from 2007-08; (2) preparation for the 2011-12 SASS; (3) frame creation and sample selection; (4) data collection; (5) response rates and bias analysis; (6) data processing; (7) weighting and variance estimation; and (8) data quality. The following are appended: (1) Key Terms for SASS; (2) Questionnaire Availability Online, Downloadable PDF Files; (3) Poverty Analysis for SASS 2011--12 Public School Sample; (4) Bureau of Indian Education-Funded Schools and Career and Technology Centers Sampling Change; (5) 2011-12 SASS Redesign--Precision Analysis; (6) Summary of the 2009 Field Test Findings and Recommendations for the 2011--12 SASS Methodology; (7) Cognitive Testing of Schools and Staffing Survey Items Summary of Findings and Recommendations, September 2010; (8) Cognitive Testing of Schools and Staffing Survey Items Summary of Findings and Recommendations, May 2011; (9) School and Teacher Sample Allocation Procedure; (10) Report on Results of Special Contact Districts; (11) 2011-12 SASS Unit Nonresponse Bias Analysis; (12) Quality Assurance for Data Capture and Mailout Operations; (13) Crosswalk of Public School Questionnaire (With District Items) Items onto the Public School Questionnaire and School District Questionnaire; (14) Changes Made to Variables During the Computer Edit, by Data File; (15) List of Matching Variables for the 2011-12 SASS; (16) Imputation Changes to Variables, by Data File; (17) Weighting Adjustment Cells; and (18) Crosswalk Among Items in the 1987-88, 1990-91, 1993-94, 1999-2000, 2003-04, 2007-08 and 2011-12 SASS and Crosswalk of Variables Across the 2011-12 SASS Questionnaires.
| Author | : Ulemu Luhanga |
| Publisher | : IAP |
| Total Pages | : 831 |
| Release | : 2021-09-01 |
| Genre | : Education |
| ISBN | : 1648026044 |
In this first book of the series Survey Methods in Educational Research, we have brought together leading authors and scholars in the field to discuss key introductory concepts in the creation, implementation, evaluation and dissemination of survey instruments and their resultant findings. While there are other textbooks that might introduce these concepts adequately well, the authors here have focused on the pragmatic issues that inevitably arise in the development and administration process of survey instruments. Drawing from their rich experiences, the authors present these potential speed bumps or road blocks a survey researcher in education or the social sciences might encounter. Referencing their own work and practice, the authors provide valuable suggestions for dealing with these issues “your advisor never told you about.” And all of the recommendations are aligned with standard protocols and current research on best practices in the field of research methodology. This book is broken into four broad units on creating survey items and instruments, administering surveys, analyzing the data from surveys, and stories of successful administrations modeling the entire research cycle. Each chapter focuses on a different concept in the survey research process, and the authors share their approaches to addressing the issues. These topics include survey item construction, scale development, cognitive interviewing, measuring change with self-report data, translation issues with surveys administered in multiple languages, working with school and program administrators when implementing surveys, a review of current software used in survey research, the use of weights, response styles, assessing validity of results, and effectively communicating your results and findings … and much more. The intended audience of the volume will be practitioners, administrators, teachers as researchers, graduate students, social science and education researchers not experienced in survey research, and students learning program evaluation. In brief, if you are considering doing survey research, this book is meant for you.
| Author | : Linda Hobbs |
| Publisher | : Springer |
| Total Pages | : 322 |
| Release | : 2019-01-01 |
| Genre | : Education |
| ISBN | : 9811333661 |
This book identifies and surveys the major themes around ‘out-of-field teaching’, that is, teaching subjects or year levels without a specialization. This has been an issue in many countries for some time, yet until recently there has been little formal research and poor policy responses to related problems. This book arises out of collaborations between members of an international group of researchers and practitioners from Australia, Germany, Ireland, England, South Africa, Indonesia and the United States. Cross-national comparisons of ideas through case studies, descriptions of practice and research data interrogates the experiences, practices, and contexts relating to out-of-field teaching. In particular, the book considers the phenomenon of out-of-field teaching in relation to national policy contexts, local school leadership practices, professional development. The book represents an essential contribution on a highly topical issue that has implications for quality and equitable education around the globe.
| Author | : Julie Gorlewski |
| Publisher | : Routledge |
| Total Pages | : 240 |
| Release | : 2021-08-19 |
| Genre | : Education |
| ISBN | : 1000426149 |
Why are preservice teachers often told by veteran teachers to "forget what you learned" in teacher preparation programs? Why is there a gap between pedagogical practices employed at schools and those taught at colleges and universities? And why, after evidence from countless studies, are there still so few teachers of color working in our rapidly diversifying schools? These questions are addressed in this book, which describes a reconceptualized teacher preparation program based on a teacher residency model. This model is grounded in three core beliefs: first, that teacher quality is a shared responsibility between universities and school districts; second, that all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and third, that for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of rich description and qualitative and quantitative program data, the authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. By providing a detailed blueprint for program development, the contents of this book will be of value and interest to educational leaders, policy makers, and researchers.
| Author | : Jeanne H. Ballantine |
| Publisher | : SAGE Publications |
| Total Pages | : 766 |
| Release | : 2017-10-25 |
| Genre | : Social Science |
| ISBN | : 154430238X |
This comprehensive anthology features classical readings on the Sociology of Education, as well as current, original essays by notable contemporary scholars. Assigned as a main text or a supplement, this fully updated Sixth Edition uses the open systems approach to provide readers with a framework for understanding and analyzing the book’s range of topics. Jeanne H. Ballantine, Joan Z. Spade, and new co-editor Jenny M. Stuber, all experienced instructors in this subject, have chosen articles that are highly readable, and that represent the field’s major theoretical perspectives, methods, and issues. The Sixth Edition includes twenty new selections and five revisions of original readings and features new perspectives on some of the most contested issues in the field today, such as school funding, gender issues in schools, parent and neighborhood influences on learning, growing inequality in schools, and charter schools.
| Author | : Slanda, Dena D. |
| Publisher | : IGI Global |
| Total Pages | : 689 |
| Release | : 2022-12-27 |
| Genre | : Education |
| ISBN | : 166846439X |
Collaborative approaches to special education that seek to provide innovative, creative, and novel ways to disrupt current structures and practices are necessary to move the field towards a more inclusive model for educating students with disabilities. Multiple professionals are involved in interdisciplinary and multidisciplinary teams to develop and implement individualized education programs (IEPs) for students with disabilities, extending the pool of stakeholders in special education far beyond the special education teacher. Achieving a strong understanding between the multiple professions involved in IEP development and implementation will improve data-based individualization, the fidelity of program implementation, and the sustainability of practices and services. The Handbook of Research on Interdisciplinary Preparation for Equitable Special Education explores and highlights interdisciplinary personnel preparation to advance special education and enhance outcomes for students with disabilities. This book also provides theories and frameworks, examples, and discussions around innovations and lessons learned from interdisciplinary preparation programs and practices. Covering key topics such as educator preparation models, equity, diverse students, and educator competencies, this premier reference source is ideal for administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.
| Author | : Steven C. Tourkin |
| Publisher | : |
| Total Pages | : 1107 |
| Release | : 2007 |
| Genre | : |
| ISBN | : |
This report serves as the survey documentation for the design and implementation of the 2003-04 Schools and Staffing Survey. Topics covered include the sample design, survey methodology, data collection procedures, data processing, response rates, imputation procedures, weighting and variance estimation, review of the quality of data, the types of SASS data files, and user notes and cautions. Appendixes include: (1) Key Terms for SASS [Schools and Staffing Survey]; (2) Questionnaire Availability; (3) Report on 2001-02 SASS Pretest and Recommendations for 2003-04 SASS; (4) Report of Findings from a Test on the SASS Teacher Listing Instrument; (5) Report on SASS Cognitive Interviews of Teachers in Two Panels; (6) Report on a Follow-Up Cognitive Testing to the 2003-04 SASS Teacher Questionnaire; (7) Report on SASS Focus Groups; (8) Results of the Cognitive Pretest on SASS Public School Questions; (9) Report on a Follow-Up Cognitive Testing to Select 2003-04 SASS Principal Items; (10) Results of the Cognitive Pretest on SASS School Library Media Center Questions; (11) Details of SASS Frame Creation and Sample Selection Procedures; (12) Report on Results of Special Contact Districts; (13) School District Experiment Findings; (14) Results From the Quality Control Reinterview of the 2003-04 Schools and Staffing; (15) Quality Assurance for Keying and Mailout Operations Survey; (16) Changes Made to Variables during the Computer Edit, by Data File; (17) Imputation Changes to Variables, by Data File; (18) Weighting Adjustment Cells; (19) Response Variance in the 2003-04 Schools and Staffing Survey; (20) Frame and Created Variables; (21) Crosswalk among Items in the 1987-88, 1990-91, 1993-94, 1999-2000, and 2003-04 SASS; and (22) Main Teaching Assignment Variable.
| Author | : Lori Thurgood |
| Publisher | : Education Department |
| Total Pages | : 358 |
| Release | : 2003 |
| Genre | : Education |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 148 |
| Release | : 1969 |
| Genre | : Education |
| ISBN | : |
Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.
| Author | : John E. Mullens |
| Publisher | : |
| Total Pages | : 242 |
| Release | : 1996 |
| Genre | : Educational surveys |
| ISBN | : 9780160489617 |
