[Federal Register: September 4, 2007 (Volume 72, Number 170)]
[Notices]               
[Page 50674-50675]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr04se07-37]                         

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DEPARTMENT OF EDUCATION

 
Notice of Proposed Information Collection Requests

AGENCY: Department of Education.
SUMMARY: The IC Clearance Official, Regulatory Information Management 
Services, Office of Management, invites comments on the proposed 
information collection requests as required by the Paperwork Reduction 
Act of 1995.

DATES: Interested persons are invited to submit comments on or before 
November 5, 2007.

SUPPLEMENTARY INFORMATION: Section 3506 of the Paperwork Reduction Act 
of 1995 (44 U.S.C. Chapter 35) requires that the Office of Management 
and Budget (OMB) provide interested Federal agencies and the public an 
early opportunity to comment on information collection requests. OMB 
may amend or waive the requirement for public consultation to the 
extent that public participation in the approval process would defeat 
the purpose of the information collection, violate State or Federal 
law, or substantially interfere with any agency's ability to perform 
its statutory obligations. The IC Clearance Official, Regulatory 
Information Management Services, Office of Management, publishes that 
notice containing proposed information collection requests prior to 
submission

[[Page 50675]]

of these requests to OMB. Each proposed information collection, grouped 
by office, contains the following: (1) Type of review requested, e.g., 
new, revision, extension, existing or reinstatement; (2) Title; (3) 
Summary of the collection; (4) Description of the need for, and 
proposed use of, the information; (5) Respondents and frequency of 
collection; and (6) Reporting and/or Recordkeeping burden. OMB invites 
public comment.
    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.

    Dated: August 28, 2007.
Angela C. Arrington,
IC Clearance Official, Regulatory Information Management Services, 
Office of Management.

Institute of Education Sciences

    Type of Review: New.
    Title: Understanding Science Professional Development and the 
Science Achievement of English Learners.
    Frequency: Annually.
    Affected Public: Individuals or household.
    Reporting and Recordkeeping Hour Burden:
     Responses: 3,516.
     Burden Hours: 673.
    Abstract: The purpose of this study is to investigate how to 
prepare middle-school teachers to improve all students' physical 
science content knowledge, including that of low-performing students 
and English learners (ELs). Using a cluster-randomized experimental 
design, the research will test the effectiveness of WestEd's 
Understanding Science model of professional development, an approach 
that incorporates science content, analysis of student work and 
thinking, and critical analysis of issues related to teaching that 
content to students. The professional development course sessions focus 
on science concepts both in the context of structured investigations 
and in narrative cases of teaching practice drawn from actual classroom 
episodes involving those concepts.
    This model will be evaluated by comparing it with a control 
condition that provides no additional science professional development 
beyond that already received in each school. The experiment will 
evaluate the value added for grade 8 teachers in California who take an 
Understanding Science course in addition to whatever science 
professional development they ordinarily receive. The ultimate outcome 
of interest is the impact of the professional development on students' 
science achievement. To provide a basis for explaining the results, 
impacts will also be studied on teachers' science content knowledge, 
and a descriptive study will examine selected aspects of their 
classroom science instructional practices.
    Requests for copies of the proposed information collection request 
may be accessed from http://edicsweb.ed.gov, by selecting the ``Browse 

Pending Collections'' link and by clicking on link number 3452. When 
you access the information collection, click on ``Download 
Attachments'' to view. Written requests for information should be 
addressed to U.S. Department of Education, 400 Maryland Avenue, SW., 
Potomac Center, 9th Floor, Washington, DC 20202-4700. Requests may also 
be electronically mailed to ICDocketMgr@ed.gov or faxed to 202-245-
6623. Please specify the complete title of the information collection 
when making your request.
    Comments regarding burden and/or the collection activity 
requirements should be electronically mailed to ICDocketMgr@ed.gov. 
Individuals who use a telecommunications device for the deaf (TDD) may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.

 [FR Doc. E7-17406 Filed 8-31-07; 8:45 am]

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