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Toward Better Teaching: Professional Development in 1993-94

List of Figures

Figure 1.-Percentage of public school principals who thought that the State Department of Education had a great deal of influence in determining the content of in-service programs, by state: 199394

Figure 2.-Percentage of public school principals who thought that the district had a great deal of influence in determining the content of in-service programs, by state: 199394

Figure 3.-Percentage of public school principals who thought that they themselves had a great deal of influence in determining the content of in-service programs, by state: 199394

Figure 4-Percentage of public school principals who thought that the teachers in their school had a great deal of influence in determining the content of in-service programs, by state: 199394

Figure 5-Percentage of teachers and principals who reported that teachers in their schools had various amounts of influence in determining the content of in-service programs: 199394

Figure 6-Percentage of teachers who participated in a formal teacher induction program during their first year of teaching, by sector and years of teaching experience: 199394

Figure 7-Percentage of teachers who had participated in various types of professional development activities since the end of the last school year, by sector: 199394

Figure 8.-Percentage of teachers who had participated in an in-service or professional development program that focused on various topics since the end of the last school year, by sector: 199394

Figure 9.-Percentage of public school teachers who had participated in an in-service or professional development program that focused on uses of educational technology for instruction since the end of the last school year, by state: 199394

Figure 10.-Percentage of public school teachers who had participated in an in-service or professional development program that focused on methods of teaching in their subject field since the end of the last school year, by state: 199394

Figure 11.-Percentage of public school teachers who had participated in an in-service or professional development program that focused on in-depth study in their field since the end of the last school year, by state: 199394

Figure 12.-Percentage of public school teachers who had participated in an in-service or professional development program that focused on student assessment since the end of the last school year, by state: 199394

Figure 13.-Percentage of public school teachers who had participated in an in-service or professional development program that focused on cooperative learning in the classroom since the end of the last school year, by state: 199394

Figure 14.-Percentage distribution of teachers according to the amount of time spent in various types of in-service or professional development programs, by topic and sector: 199394

Figure 15.-Percentage of teachers who reported receiving various types of support for in-service education or professional development in their main assignment field during the current school year: 199394

Figure 16.-Percentage of teachers who strongly agreed or disagreed with various statements about within-school collaboration among teachers and principals: 199394

Figure 17.-Of teachers who had participated in professional development programs on various topics, percentage who agreed or strongly agreed that the activities had various impacts on their teaching practices: 199394

Figure 18.-The relationship between the level of participation and teachers' assessments of the impact of professional development programs on their teaching practices: 199394


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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education