Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; The Study of Teacher Preparation Experiences and Early Teacher Effectiveness-Phase II, 43031-43032 [2014-17414]
Download as PDF
<![CDATA[
emcdonald on DSK67QTVN1PROD with NOTICES
Federal Register / Vol. 79, No. 142 / Thursday, July 24, 2014 / Notices
comments during the comment period
in this mailbox when the regulations.gov
site is not available. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the Director of the
Information Collection Clearance
Division, U.S. Department of Education,
400 Maryland Avenue SW., LBJ,
Mailstop L–OM–2–2E319, Room 2E103,
Washington, DC 20202.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Kashka
Kubzdela, 202–502–7411.
SUPPLEMENTARY INFORMATION: The
Department of Education (ED), in
accordance with the Paperwork
Reduction Act of 1995 (PRA) (44 U.S.C.
3506(c)(2)(A)), provides the general
public and Federal agencies with an
opportunity to comment on proposed,
revised, and continuing collections of
information. This helps the Department
assess the impact of its information
collection requirements and minimize
the public’s reporting burden. It also
helps the public understand the
Department’s information collection
requirements and provide the requested
data in the desired format. ED is
soliciting comments on the proposed
information collection request (ICR) that
is described below. The Department of
Education is especially interested in
public comment addressing the
following issues: (1) Is this collection
necessary to the proper functions of the
Department; (2) will this information be
processed and used in a timely manner;
(3) is the estimate of burden accurate;
(4) how might the Department enhance
the quality, utility, and clarity of the
information to be collected; and (5) how
might the Department minimize the
burden of this collection on the
respondents, including through the use
of information technology. Please note
that written comments received in
response to this notice will be
considered public records.
Title of Collection: Trends in
International Mathematics and Science
Study 2015 (TIMSS:2015) Main Study.
OMB Control Number: 1850–0695.
Type of Review: A revision of an
existing information collection.
Respondents/Affected Public:
Individuals or households.
Total Estimated Number of Annual
Responses: 30,187.
Total Estimated Number of Annual
Burden Hours: 27,301.
Abstract: The Trends in Mathematics
and Science Study (TIMSS) is an
international assessment of fourth and
eighth grade students’ achievement in
mathematics and science. Since its
VerDate Mar<15>2010
18:03 Jul 23, 2014
Jkt 232001
inception in 1995, TIMSS has continued
to assess students every 4 years (1995,
1999, 2003, 2007, 2011). Participation in
this study provides data on current and
past education policies and a
comparison of U.S. education policies
with its international counterparts.
Periodically, TIMSS has also conducted
an assessment of advanced mathematics
and physics of students at the end of
secondary school (1995 and 2008). The
United States participated in TIMSS
Advanced in 1995, but not in 2008.
Because of the current strong policy
interest in preparedness for college and
for careers in science, technology,
engineering, and mathematics (STEM)
fields, the U.S. plans to participate in
TIMSS Advanced in 2015. This
submission is for the 2015 TIMSS and
TIMSS Advanced main study data
collection that will take place in March–
May, 2015.
Dated: July 21, 2014.
Kate Mullan,
Acting Director, Information Collection
Clearance Division Privacy, Information and
Records Management Services Office of
Management.
[FR Doc. 2014–17415 Filed 7–23–14; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2014–ICCD–0075]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request; The
Study of Teacher Preparation
Experiences and Early Teacher
Effectiveness—Phase II
Institute of Education Sciences/
National Center for Education Statistics
(IES), Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995 (44
U.S.C. chapter 3501 et seq.), ED is
proposing a revision of an existing
information collection.
DATES: Interested persons are invited to
submit comments on or before August
25, 2014.
ADDRESSES: Comments submitted in
response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting
Docket ID number ED–2014–ICCD–0075
or via postal mail, commercial delivery,
or hand delivery. If the regulations.gov
site is not available to the public for any
reason, ED will temporarily accept
comments at ICDocketMgr@ed.gov.
SUMMARY:
PO 00000
Frm 00013
Fmt 4703
Sfmt 4703
43031
Please note that comments submitted by
fax or email and those submitted after
the comment period will not be
accepted; ED will ONLY accept
comments during the comment period
in this mailbox when the regulations.gov
site is not available. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the Director of the
Information Collection Clearance
Division, U.S. Department of Education,
400 Maryland Avenue SW., LBJ,
Mailstop L–OM–2–2E319, Room 2E103,
Washington, DC 20202.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Melanie Ali,
202–208–7082.
SUPPLEMENTARY INFORMATION: The
Department of Education (ED), in
accordance with the Paperwork
Reduction Act of 1995 (PRA) (44 U.S.C.
3506(c)(2)(A)), provides the general
public and Federal agencies with an
opportunity to comment on proposed,
revised, and continuing collections of
information. This helps the Department
assess the impact of its information
collection requirements and minimize
the public’s reporting burden. It also
helps the public understand the
Department’s information collection
requirements and provide the requested
data in the desired format. ED is
soliciting comments on the proposed
information collection request (ICR) that
is described below. The Department of
Education is especially interested in
public comment addressing the
following issues: (1) Is this collection
necessary to the proper functions of the
Department; (2) will this information be
processed and used in a timely manner;
(3) is the estimate of burden accurate;
(4) how might the Department enhance
the quality, utility, and clarity of the
information to be collected; and (5) how
might the Department minimize the
burden of this collection on the
respondents, including through the use
of information technology. Please note
that written comments received in
response to this notice will be
considered public records.
Title of Collection: The Study of
Teacher Preparation Experiences and
Early Teacher Effectiveness—Phase II.
OMB Control Number: 1850–0891.
Type of Review: A revision of an
existing information collection.
Respondents/Affected Public: State,
Local, or Tribal Governments,
Individuals or households.
Total Estimated Number of Annual
Responses: 8,044.
Total Estimated Number of Annual
Burden Hours: 5,608.
E:\FR\FM\24JYN1.SGM
24JYN1
43032
Federal Register / Vol. 79, No. 142 / Thursday, July 24, 2014 / Notices
Abstract: The U.S. Department of
Education (ED) is conducting a study
examining the relationship between
teacher preparation experiences and
early teacher effectiveness (The Study of
Teacher Preparation Experiences and
Early Teacher Effectiveness, formerly
known as The Study of Promising
Features of Teacher Preparation
Programs). This Information Collection
Request (ICR) is the second of two ICRs
for the study. The first ICR (Phase I
Recruitment) requested clearance for
recruitment activities. This second ICR,
Phase II Data Collection, requests
clearance for data collection activities
(obtaining teacher contact information
from districts, collecting data from
teachers on preparation experiences via
an online teacher survey, and obtaining
student data from districts). Data from
this study will be used to identify
promising preparation experiences.
These results can inform efforts of
stakeholders invested in teacher
preparation, including national, state,
and local policy makers; teacher
preparation programs and certifying
institutions; districts; and schools.
Policy makers and administrators
engaged in teacher preparation and
certification can learn about which
preparation experiences are related to
teacher effectiveness. Districts and
schools seeking objective information to
guide teacher hiring and placement
decisions also may find the results
valuable.
Dated: July 21, 2014.
Kate Mullan,
Acting Director, Information Collection
Clearance Division Privacy, Information and
Records Management Services Office of
Management.
[FR Doc. 2014–17414 Filed 7–23–14; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Application for New Awards; Center for
the Study of Distance Education and
Technological Advancements
Office of Postsecondary
Education, Department of Education.
ACTION: Notice.
emcdonald on DSK67QTVN1PROD with NOTICES
AGENCY:
Overview Information
Center for the Study of Distance
Education and Technological
Advancements: Notice inviting
applications for new awards for fiscal
year (FY) 2014.
Catalog of Federal Domestic Assistance
(CFDA) Number: 84.116Q.
DATES:
Applications Available: July 24,
2014.
VerDate Mar<15>2010
18:03 Jul 23, 2014
Jkt 232001
Deadline for Transmittal of
Applications: August 25, 2014.
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The objective of
this program is to support a Center for
the Study of Distance Education and
Technological Advancements at an
institution of higher education as
authorized by section 741(a)(3) of the
Higher Education Act (HEA) of 1965, as
amended and as described in S. Rpt.
113–71, 113th Cong., 1st Sess. at 196
(2013) to study and develop best
practices in postsecondary education for
online education and the use of
technology-based teaching and learning
tools. The Center funded under this
section must, in collaboration with
other institutions of higher education
and organizations: (a) Collect and
evaluate data on outcomes achieved by
students, including students with
disabilities, associated with courses or
programs that utilize online education
and technology-based teaching and
learning tools, (b) identify effective and
accessible technologies, materials and
practices, that work for all students in
these courses or programs and (c)
disseminate the findings widely.
Priority: We are establishing this
priority for the FY 2014 grant
competition and any subsequent year in
which we make awards from the list of
unfunded applications from this
competition, in accordance with section
437(d)(1) of the General Education
Provisions Act (GEPA), 20 U.S.C.
1232(d)(1).
Competitive Preference Priority—This
priority is a competitive preference
priority. Under 34 CFR 75.105(c)(2)(i),
we award any application that meets
this competitive preference priority an
additional two points. Applicants must
clearly mark the Abstract and
Information page in the application
package if they intend to address this
competitive preference priority.
Competitive Preference Priority
Projects that will, in collaboration
with other institutions of higher
education, focus on measuring student
outcomes and identifying best practices
for competency-based education courses
or programs that incorporate online
education and technology-based
teaching and learning tools.
Note
The Department is using this
competitive preference priority to
increase the body of research and the
information available for best practices
on competency-based education (CBE)
programs. Because of several features of
PO 00000
Frm 00014
Fmt 4703
Sfmt 4703
CBE, postsecondary programs that
utilize this approach to teaching and
learning have the potential to improve
outcomes for students. A competencybased approach may be able to achieve
greater relevance to labor market needs
and improved quality as CBE programs
are constructed around a defined set of
‘‘competencies’’ necessary to perform
particular functions or sets of tasks and
students’ progress by demonstrating
these competencies as measured by
assessments. In contrast, most
traditional postsecondary programs of
study measure student progress based
on completion of scheduled time
periods and completion of credit or
clock hours.
Many CBE programs allow students to
self-pace their progression through a
program and incorporate online and
other technology-based teaching and
learning tools. These programs may
make postsecondary education more
accessible, particularly for adult
learners and those that are employed
while in school, because students have
a greater ability to learn on their own
time and at a place of their choosing.
These flexibilities also have the
potential to make postsecondary
education more affordable by reducing
time to degree and reliance on the costly
infrastructure of traditional
postsecondary institutions and the
programs they offer.
Waiver of Proposed Rulemaking
Under the Administrative Procedure
Act (5 U.S.C. 553), the Department
generally offers interested parties the
opportunity to comment on proposed
priorities, definitions, and other
requirements. Section 437(d)(1) of
GEPA, however, allows the Secretary to
exempt from rulemaking requirements,
regulations governing the first grant
competition under a new or
substantially revised program authority.
This is the first grant competition for the
Center for the Study of Distance
Education and Technological
Advancements program under section
741(a)(3) and therefore qualifies for this
exemption. In order to ensure timely
grant awards, the Secretary has decided
to forego public comment on the
priorities, definitions, and requirements
under section 437(d)(1) of the HEA and
therefore qualifies for this exemption. In
order to ensure timely grant awards, the
Secretary has decided to forego public
comment on the priority under section
437(d)(1) of GEPA. The priority will
apply to the 2014 grant competition and
any subsequent year in which we make
awards from the list of unfunded
applicants from this competition.
E:\FR\FM\24JYN1.SGM
24JYN1
]]>Agencies
[Federal Register Volume 79, Number 142 (Thursday, July 24, 2014)]
[Notices]
[Pages 43031-43032]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-17414]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2014-ICCD-0075]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; The Study of Teacher Preparation Experiences and Early Teacher
Effectiveness--Phase II
AGENCY: Institute of Education Sciences/National Center for Education
Statistics (IES), Department of Education (ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44
U.S.C. chapter 3501 et seq.), ED is proposing a revision of an existing
information collection.
DATES: Interested persons are invited to submit comments on or before
August 25, 2014.
ADDRESSES: Comments submitted in response to this notice should be
submitted electronically through the Federal eRulemaking Portal at
https://www.regulations.gov by selecting Docket ID number ED-2014-ICCD-
0075 or via postal mail, commercial delivery, or hand delivery. If the
regulations.gov site is not available to the public for any reason, ED
will temporarily accept comments at ICDocketMgr@ed.gov. Please note
that comments submitted by fax or email and those submitted after the
comment period will not be accepted; ED will ONLY accept comments
during the comment period in this mailbox when the regulations.gov site
is not available. Written requests for information or comments
submitted by postal mail or delivery should be addressed to the
Director of the Information Collection Clearance Division, U.S.
Department of Education, 400 Maryland Avenue SW., LBJ, Mailstop L-OM-2-
2E319, Room 2E103, Washington, DC 20202.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Melanie Ali, 202-208-7082.
SUPPLEMENTARY INFORMATION: The Department of Education (ED), in
accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C.
3506(c)(2)(A)), provides the general public and Federal agencies with
an opportunity to comment on proposed, revised, and continuing
collections of information. This helps the Department assess the impact
of its information collection requirements and minimize the public's
reporting burden. It also helps the public understand the Department's
information collection requirements and provide the requested data in
the desired format. ED is soliciting comments on the proposed
information collection request (ICR) that is described below. The
Department of Education is especially interested in public comment
addressing the following issues: (1) Is this collection necessary to
the proper functions of the Department; (2) will this information be
processed and used in a timely manner; (3) is the estimate of burden
accurate; (4) how might the Department enhance the quality, utility,
and clarity of the information to be collected; and (5) how might the
Department minimize the burden of this collection on the respondents,
including through the use of information technology. Please note that
written comments received in response to this notice will be considered
public records.
Title of Collection: The Study of Teacher Preparation Experiences
and Early Teacher Effectiveness--Phase II.
OMB Control Number: 1850-0891.
Type of Review: A revision of an existing information collection.
Respondents/Affected Public: State, Local, or Tribal Governments,
Individuals or households.
Total Estimated Number of Annual Responses: 8,044.
Total Estimated Number of Annual Burden Hours: 5,608.
[[Page 43032]]
Abstract: The U.S. Department of Education (ED) is conducting a
study examining the relationship between teacher preparation
experiences and early teacher effectiveness (The Study of Teacher
Preparation Experiences and Early Teacher Effectiveness, formerly known
as The Study of Promising Features of Teacher Preparation Programs).
This Information Collection Request (ICR) is the second of two ICRs for
the study. The first ICR (Phase I Recruitment) requested clearance for
recruitment activities. This second ICR, Phase II Data Collection,
requests clearance for data collection activities (obtaining teacher
contact information from districts, collecting data from teachers on
preparation experiences via an online teacher survey, and obtaining
student data from districts). Data from this study will be used to
identify promising preparation experiences. These results can inform
efforts of stakeholders invested in teacher preparation, including
national, state, and local policy makers; teacher preparation programs
and certifying institutions; districts; and schools. Policy makers and
administrators engaged in teacher preparation and certification can
learn about which preparation experiences are related to teacher
effectiveness. Districts and schools seeking objective information to
guide teacher hiring and placement decisions also may find the results
valuable.
Dated: July 21, 2014.
Kate Mullan,
Acting Director, Information Collection Clearance Division Privacy,
Information and Records Management Services Office of Management.
[FR Doc. 2014-17414 Filed 7-23-14; 8:45 am]
BILLING CODE 4000-01-P
