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First-Year Teachers' Preparedness in Using Student Assessment Data

First-Year Teachers' Preparedness in Using Student Assessment Data
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Author(s): Vanessa Garry (University of Missouri-St Louis, USA)and Patricia G. Boyer (University of Missouri-St Louis, USA)
Copyright: 2021
Volume: 4
Issue: 1
Pages: 13
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2021010107

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Abstract

In an attempt to better understand if teachers are trained and prepared to use student assessment data, this study used a nationally representative data set. The public data source for this exploratory study was gathered from Schools and Staff Survey (SASS), specifically, the Public Teachers: 2011–12 database. The multiple linear regression findings revealed that teachers feel they influence the content of in-service professional development programs at their school. Also, school leaders should consider gender and race when creating training because results show that professional development experiences of gender and race/ethnicity are different. The article presents several recommendations for school leaders in public institutions.

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