Documentation For The 200405 Teacher Followup Survey

The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation.

Over the past 20 years, alternative certification for teachers has emerged as a major avenue of teacher preparation. The proliferation of new pathways has spurred heated debate over how best to recruit, prepare, and support qualified teachers. Alternative Routes to Teaching provides a thorough and dispassionate review of the research evidence on alternative certification. It takes readers beyond the simple dichotomies that have characterized the debate over alternative certification, encourages them to look carefully at the trade-offs implicit in any route into teaching, and suggests ways to “marry” the proven strengths of both traditional and alternative approaches.

The development and widespread use of Web surveys have resulted in an outpouring of research on their design. In this volume, Tourangeau, Conrad, and Couper provide a comprehensive summary and synthesis of the literature on this increasingly popular method of data collection. The book includes new integration of the authors' work with other important research on Web surveys, including a meta-analysis of studies that compare reports on sensitive topics in Web surveys with reports collected in other modes of data collection. Adopting the total survey error framework, the book examines sampling and coverage issues, nonresponse, measurement, and the issues involved in combining modes. In addition, the concluding chapter provides a model for understanding the errors in estimates that combine data collected in more than one mode. Web surveys have several important characteristics that affect their ability to collect accurate survey data. Discussing these in detail, the authors address basic design decisions from input widgets to background colors. They additionally focus on the visual character of Web surveys, on their ability to automatically interact with respondents, and on the Web as a method of self-administration. The Science of Web Surveys is relevant for those with the practical goal of improving their own surveys and those with an interest in understanding an increasingly important method of data collection.

The Teacher Follow-up Survey (TFS) is sponsored by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education and is conducted by the U.S. Census Bureau. TFS is a follow-up survey of selected elementary and secondary school teachers who participated in the Schools and Staffing Survey (SASS). SASS is the largest, most extensive survey of K-12 school districts, schools, teachers, and administrators in the United States today. It provides extensive data on the characteristics and qualifications of teachers and principals, teacher hiring practices, professional development, class size, and other conditions in schools across the nation. TFS focuses on a sample of teachers who participated in SASS, including both teachers who left and teachers who remained in the K-12 teaching profession. This report covers all phases of the Teacher Follow-up Survey (TFS), from survey planning through data file availability. The TFS determines how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration. This report contains chapters on preparation for the 2008-09 TFS, frame creation and sample selection procedures, data collection, response rates, data processing, imputation procedures, weighting and variance estimation, a review of the quality of TFS data, structure of TFS data files and information on merging data files, and user notes and cautions. Appended are: (1) Key Terms for TFS; (2) Questionnaire Availability; (3) First Cognitive Testing of TFS Items: Summary of Findings and Recommendations; (4) Second Cognitive Testing of TFS Items: Summary of Findings and Recommendations; (5) Teacher Status Form (Form TFS-1); (6) Results of the Unit Nonresponse Bias Analysis; (7) Quality Assurance for Keying and Mailout Operations; (8) Changes Made to Variables During the Consistency and Logic Edits, by Data File; (9) Imputation Changes to Variables, by Data File; (10) Weighting Adjustment Cells; (11) Evaluation of an Alternative Nonresponse Adjustment Method; (12) Frame and Created Variables; and (13) Crosswalk Among Items in the 2000-01, 2004-05, and 2008-09 TFS and With the 2007-08 SASS. (Contains 40 tables and 14 exhibits.).

This is an up-to-the-moment, engaging, multicultural introduction to education and teaching and the challenges and opportunities they present. Together, the four authors bring a rich blend of theory and practical application to this groundbreaking text. Jeannie Oakes is a leading education researcher and former director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Lauren Anderson and Jamy Stillman are former public school teachers, now working as teacher educators. This unique, comprehensive foundational text considers the values and politics that pervade the U.S. education system, explains the roots of conventional thinking about schooling and teaching, asks critical questions about how issues of power and privilege have shaped and continue to shape educational opportunity, and presents powerful examples of real teachers working for equity and justice. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers role in addressing them. The text provides a research-based and practical treatment of essential topics, and it situates those topics in relation to democratic values; issues of diversity; and cognitive, sociocultural, and constructivist perspectives on learning. The text shows how knowledge of education foundations and history can help teachers understand the organization of today s schools, the content of contemporary curriculum, and the methods of modern teaching. It likewise shows how teachers can use such knowledge when thinking about and responding to headline issues like charter schools, vouchers, standards, testing, and bilingual education, to name just a few. Central to this text is a belief that schools can and must be places of extraordinary educational quality and institutions in the service of social justice. Thus, the authors address head-on tensions between principles of democratic schooling and competition for always-scarce high-quality opportunities. Woven through the text are the voices of a diverse group of teachers, who share their analyses and personal anecdotes concerning what teaching to change the world means and involves. Click Here for Book Website Pedagogical Features: Digging Deeper sections referenced at the end of each chapter and featured online include supplementary readings and resources from scholars and practitioners who are addressing issues raised in the text. Instructor s Manual offers insights about how to teach course content in ways that are consistent with cognitive and sociocultural learning theories, culturally diverse pedagogy, and authentic assessment.New to this Edition: "

The Cambridge Primary Review Research Surveys is the outcome of the Cambridge Primary Review – England’s biggest enquiry into primary education for over forty years. Fully independent of government, it was launched in 2006 to investigate the condition and future of primary education at a time of change and uncertainty and after two decades of almost uninterrupted reform. Ranging over ten broad themes and drawing on a vast array of evidence, the Review published thiry-one interim reports, including twenty-eight surveys of published research, provoking media headlines and public debate, before presenting its final report and recommendations. This book brings together the twenty-eight research surveys, specially commissioned from sixty-five leading academics in the areas under scrutiny and now revised and updated, to create what is probably the most comprehensive overview and evaluation of research in primary education yet published. A particular feature is the prominence given to international and comparative perspectives. With an introduction from Robin Alexander, the Review’s director, the book is divided into eight sections, covering: children’s lives and voices: school, home and community children’s development, learning, diversity and needs aims, values and contexts for primary education the structure and content of primary education outcomes, standards and assessment in primary education teaching in primary schools: structures and processes teaching in primary schools: training, development and workforce reform policy frameworks: governance, funding, reform and quality assurance. The Cambridge Primary Review Research Surveys is an essential reference tool for professionals, researchers, students and policy-makers working in the fields of early years, primary and secondary education.