An Agenda for Research on Teachers and Schools: Revisiting NCES Schools and Staffing Survey. Working Paper Series.Report as inadecuate




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This paper outlines an agenda of research on teachers and schooling utilizing the National Center for Education Statistics Schools and Staffing Survey (SASS). SASS focuses on teachers and schools, and consists of linked surveys of schools, districts, principals, and teachers. The primary purpose of this paper is to revisit the genesis of SASS in order to provide an agenda and outline of research issues for which SASS data could be used. Section 1 explains the rationale for SASS, which grew out of the national school reform movement of the 1980s and the need for information and data on U.S. schools and teachers. Section 2 examines the design of SASS (teacher and school samples, multiple respondents, state data, triennial cycle, and supplements). Section 3 describes research using SASS, noting the research agenda and specific research topics: teacher shortages, teacher demand and recruitment, teacher turnover and attrition, problems and prospects of beginning teachers, sources and qualifications of new teacher hires, teacher compensation, teaching as a profession, teacher evaluation, school size, international comparisons of teachers, school administration, public versus private schools, control and influence in schools, school community, at-risk and problem schools, merit pay programs, and school librarians and libraries. Section 4 describes how the report provides a basis for an agenda and outline of important research issues that SASS could be used to address in the future. (Contains 77 references.) (SM)

Descriptors: Educational Research, Elementary School Teachers, Elementary Secondary Education, National Surveys, Research Design, School Personnel, Schools, Secondary School Teachers, Teacher Supply and Demand, Teaching (Occupation)

U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W.; Room 400, Washington, DC 20208-5652.









Author: Ingersoll, Richard M.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12034&id=ED415209



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