Report Roundup

Study Charts Declines in Teacher-Training Hours

"Professional Development in the United States: Trends and Challenges"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Most beginning teachers now appear to be receiving induction services, but teachers overall are spending less time in some kinds of sustained professional-development activities than just a few years ago, according to a new analysisRequires Adobe Acrobat Reader of federal data.

Released last week by the National Staff Development Council, a Dallas-based membership group supportive of school-based teacher training, the report was penned by three researchers at Stanford University’s Center for Opportunity Policy in Education. It’s the second of a three-part research study on professional development.

The study draws on data from the 2000, 2004, and 2008 administrations of the federal Schools and Staffing Survey, a nationally representative data set. In 2008, the scholars found that 78 percent of beginning teachers reported having had a mentor, though not always in the same content area. That’s a leap from 71 percent of teachers in 2004 and 62 percent in 2000.

“We seem to have broken through and come to an understanding of the importance of induction,” said Linda Darling-Hammond, a report author.

But the intensity of other types of professional development decreased between 2004 and 2008, the report says. Training of at least nine to 16 hours on the use of computers for instruction, reading instruction, and student discipline all declined notably, while training of up to eight hours in those areas shot up. Time spent in teachers’ own content areas was roughly comparable.

The study also found that, nearly a decade after the No Child Left Behind Act put more emphasis on special populations, only 42 percent of teachers reported having special-education-focused professional development and 27 percent received training in working with English-language learners.

Vol. 30, Issue 02, Page 4

Published in Print: September 1, 2010, as Study Charts Declines In Teacher-Training Hours
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented

Sponsor Insights

Vocabulary Development for Striving Readers

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >