2022-12-03-兰德-美国教学资源调查-2022年技术文件和调查结果（英）-2022_97页_595kb

2022 American Instructional Resources Surveys Summary

Core Content

The 2022 American Instructional Resources Surveys (AIRS) were conducted by the RAND Corporation, supported by the Bill & Melinda Gates Foundation, the Charles and Lynn Schusterman Family Philanthropies, and the Walton Family Foundation. The surveys aimed to gather data on the usage, perceptions, and supports for instructional materials in U.S. K-12 classrooms, focusing on English Language Arts (ELA), Mathematics, Science, and Social Studies. The data was collected from principals and teachers via the RAND American Educator Panels (AEP), which includes the American Teacher Panel (ATP), the American School Leader Panel (ASLP), and the American School District Panel (ASDP).

The surveys were administered in spring 2022 and included over 10,000 respondents, with 7,740 teachers and 1,598 school leaders participating. The findings aim to inform education policy and practice, particularly regarding the implementation of instructional resources in classrooms.

Main Viewpoints

The 2022 AIRS provides comprehensive insights into the following areas:

• Usage of Instructional Materials: Teachers and school leaders reported which materials they use regularly, which are provided by their schools or districts, and whether they modify or supplement these materials.
• Perceptions of Materials: Respondents evaluated the adequacy, alignment, and support of the materials in meeting student needs and curriculum goals.
• Supports for Instruction: The surveys explored the types of professional learning, coaching, and collaborative activities that support the use of instructional materials.
• Impact of the Pandemic: The extent to which in-person classes were suspended or held remotely due to the COVID-19 pandemic was assessed, along with its influence on curriculum and instructional practices.
• Curriculum Standards and Alignment: The Next Generation Science Standards (NGSS) and the alignment of assessments with curricula were key topics.
• Demographic and Professional Backgrounds: Information on teacher preparation programs, certification areas, and teaching experience was collected.

Key Information

Survey Structure

The survey included multiple tables covering various aspects of instructional materials and practices:

• Table 1.1: Overview of the survey content areas.
• Tables 2.1-2.61 and 3.1-3.38: Detailed data on curriculum usage, student demographics, professional development, assessments, and decision-making processes.
• Tables 2.62-2.65 and 3.32-3.37: Data on teacher and principal backgrounds, including certification, degrees, and experience.

Key Findings

• Curriculum Materials: Teachers and principals were asked to identify which curriculum materials they use or are provided by their schools/districts, including ELA, Mathematics, Science, and Social Studies.
• Usage Patterns: Teachers reported how many hours per week they spend on instructional planning, lesson creation, and student engagement with tasks.
• Professional Learning: Teachers and principals were asked about professional development activities, including workshops, coaching, and collaborative learning, and their impact on teaching and student learning.
• Supports for Materials: The availability and effectiveness of supports such as EdReports, Open Educational Resources (OERs), and benchmark assessments were assessed.
• Pandemic Impact: A significant portion of the survey focused on the effect of the pandemic on instructional delivery, student engagement, and material usage.
• Curriculum Alignment: There was an emphasis on whether benchmark assessments align with the curriculum materials used.
• Anti-Bias Education: The role of anti-bias education in curricula and the sources of instructional materials for such practices were explored.
• Demographics: The demographic and professional backgrounds of teachers and principals, including certification areas, degrees, and student populations (e.g., English learners, students with IEPs or 504 Plans), were also collected.

Methodology

• The AEP is a nationally representative sample of K-12 educators and leaders.
• Probabilistic sampling was used to recruit panel members since 2014.
• The survey instruments and data collection methods were largely similar to the 2021 AIRS, with some updates due to the pandemic context.

Acknowledgments

The survey and data collection were supported by Alvin Nugroho (survey manager), Casey Hunter (data manager), Tim Colvin (programmer), and Claude Messan Setodji (sampling and weighting). Tina Petrossian provided administrative support.

Conclusion

The 2022 AIRS provides a detailed overview of how instructional materials are used, perceived, and supported in U.S. K-12 classrooms. It highlights the challenges and opportunities in curriculum implementation, especially in the context of the pandemic, and underscores the importance of professional development and support systems for educators. The findings aim to inform policy and practice by offering real-world insights into the current state of instructional materials and educational support structures.