Greene, Bernard

Teacher preparation and professional development, 2000 by Basmat Parsad( Book )

1 edition published in 2001 in English and held by 23 WorldCat member libraries worldwide

In 2000, researchers conducted surveys on teacher preparation and qualifications, measuring change since 1998. Respondents were 5,253 k-12 teachers nationwide. The survey repeated some indicators of teacher quality examined in 1998 and explored new issues. Virtually all teachers held bachelor's degrees, and nearly half held master's degrees. Teachers were more likely to have participated in professional development emphasizing state or district curriculum and performance standards. For all but one content area of professional development, teachers reported having spent 1-8 hours on the activity during the preceding 12 months. Number of hours spent in professional development related to extent to which teachers believed that participation improved their teaching. Collaboration with other teachers was the most frequent collaborative activity. Over 60 percent of teachers felt very well prepared to meet the overall demands of teaching. They most often reported feeling very well prepared to maintain order and discipline in the classroom. The proportion of teachers participating in professional development was lower in 2000 than 1998 for three of seven content areas. For most classroom activities, teachers in 2000 were more likely than teachers in 1998 to report feeling very well prepared. Appended are research methodology, technical notes, and the survey instrument. (Sm)

Teachers' tools for the 21st century : a report on teachers' use of technology by Becky Smerdon( Book )

1 edition published in 2000 in English and held by 21 WorldCat member libraries worldwide

The National Center for Education Statistics (NCES) administered a short survey of public school teachers in 1999 that included items on teachers' use of computers and the Internet. This report draws on that survey to describe teachers' use of education technology in their classrooms and schools, availability of this technology, their training and preparation for their use, and barriers to technology use they encounter. Additional data sources are used throughout the report to provide background information on these topics. Findings indicate that about half of the teachers with computers available in their schools used them for classroom instruction. Teachers' use of technology was related to their training and preparation and work environments. Teachers were more likely to use these technologies when the technologies were available to them, available in their classrooms as opposed to computer labs, and available in great numbers. Teachers who reported feeling better prepared were more likely to use these technologies than their less prepared colleagues. (Teachers who spent more time in professional development reported feeling better prepared than their colleagues.) Teachers who perceived that lacking computers and time for students to use computers as great barriers were less likely than their colleagues to assign students to use computers or the Internet for some instructional activities. Appendices include standard error tables for text tables and figures, survey methodology and data reliability, and the survey questionnaire. (AEF)

Features of occupational programs at the secondary and postsecondary education levels( Book )

1 edition published in 2001 in English and held by 20 WorldCat member libraries worldwide

Internet access in U.S. public schools and classrooms : 1994-2002 by Anne Kleiner( )

2 editions published in 2003 in English and held by 18 WorldCat member libraries worldwide

This report presents data on Internet access in U.S. public schools from 1994 to 2002 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. For the year 2002, this report also presents data on the types of Internet connections used; student access to the Internet outside of regular school hours; laptop computer loans; hand-held computers for students and teachers; and school Web sites. It also contains information on computer hardware, software, and Internet support and Web site support at the school; teacher professional development on how to integrate the use of the Internet into the curriculum; and technologies and procedures to prevent student access to inappropriate material on the Internet. Appended are the Methodology and Technical Notes; and Questionnaire. (Contains 43 tables and 4 figures.) (Author)

High school guidance counseling( Book )

1 edition published in 2003 in English and held by 17 WorldCat member libraries worldwide

Occupational programs and the use of skill competencies at the secondary and postsecondary levels, 1999 by Basmat Parsad( Book )

1 edition published in 2000 in English and held by 15 WorldCat member libraries worldwide

Programs for adults in public library outlets by Bernard Greene( )

3 editions published in 2002 in English and held by 15 WorldCat member libraries worldwide

The diction of poetry from Spenser to Bridges by Bernard Greene( Book )

1 edition published in 1955 in English and held by 13 WorldCat member libraries worldwide

Features of occupational programs at the secondary and postsecondary education levels( )

1 edition published in 2001 in English and held by 13 WorldCat member libraries worldwide

Educational technology in teacher education programs for initial licensure by Brian Kleiner( Book )

1 edition published in 2007 in English and held by 10 WorldCat member libraries worldwide