List of Tables

Text Tables

Table 1.-Percentage of public school principals who thought that various groups had a great deal of influence in determining the content of in-service programs, by state: 199394

Table 2.-Percentage of public school principals who thought that various groups had a great deal of influence in determining the content of in-service programs, by selected school characteristics: 199394

Table 3.-Percentage of private school principals who thought that various groups had a great deal of influence in determining the content of in-service programs, by private school affiliation: 199394

Table 4.-Percentage distribution of teachers according to the amount of influence they thought teachers in their school had in determining the content of in-service programs, by sector and selected teacher and school characteristics: 199394

Table 5.-Percentage of teachers who reported that they had participated in a formal teacher induction program during their first year of teaching, by sector and selected teacher, school, and district characteristics: 199394

Table 6.-Percentage of teachers who reported that they were currently a master or mentor teacher in a formal teacher induction program, by selected teacher and school characteristics: 199394

Table 7.-Percentage of teachers who had participated in various types of professional development activities since the end of the last school year, by sector and main assignment field: 199394

Table 8a.-Adjusted and unadjusted percentages of public school teachers who had participated in various types of professional development activities since the end of the last school year and differences by selected teacher and school characteristics: 199394

Table 8b.-Adjusted and unadjusted percentages of private school teachers who had participated in various types of professional development activities since the end of the last school year and differences by selected teacher and school characteristics: 199394

Table 9.-Percentage of public school teachers who had participated in various professional development activities since the end of the last school year, by state: 199394

Table 10.-States with the highest and lowest public school teacher participation rates in various types of professional development activities since the end of the last school year: 199394

Table 11.-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 main assignment field: 199394

Table 12a.-Adjusted and unadjusted percentages of public school 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 and differences by selected teacher and school characteristics: 199394

Table 12b.-Adjusted and unadjusted percentages of private school 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 and differences by selected teacher and school characteristics: 199394

Table 13.-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 state: 199394

Table 14a.-Percentage distribution of public school teachers according to the number of hours spent in in-service or professional development programs on certain topics since the end of the last school year, by state: 199394

Table 14b.-Percentage distribution of public school teachers according to the number of hours spent in in-service or professional development programs on certain topics since the end of the last school year, by state: 199394

Table 15.-Average number of hours per week full-time teachers were required to be at school and average amount of time spent outside regular school hours in school-related activities, by sector: 199394

Table 16.-Percentage of teachers who reported receiving various types of support for in-service or professional development in their main teaching field during the current school year, by selected school and district characteristics: 199394

Table 17.-Percentage of public school teachers who reported receiving various types of support for in-service education or professional development in their main teaching field during the current school year, by state: 199394

Table 18.-Percentage of teachers who strongly agreed with various statements about within- school collaboration among teachers and principals, by selected teacher and school characteristics: 199394

Table 19.-Percentage of teachers who had participated in certain types of professional development who agreed or strongly agreed that the activities had various impacts, by selected teacher and school characteristics: 199394

Table 20.-Percentage of teachers who reported that they instructed students in various grouping patterns and that students did various group activities at least once a week during the last semester, by selected teacher characteristics: 199495

Table 21.-Percentage of teachers who used portfolios during the last semester and percentage who included various types of student work in those portfolios, by selected teacher characteristics: 199495

Table 22.-Percentage of teachers who reported that they demonstrated a concept using electronic media and that they planned in-class activities requiring students to use selected tools at least once a week during the last semester, by selected teacher characteristics: 199495

Table 23.-Percentage of fourth-graders whose reading teachers reported using various resources at least once a week, by teachers' staff development experience: 1994

Table 24.-Percentage of fourth-graders whose reading teachers asked them to do certain activities at least once a week, by teachers' staff development experience: 1994

Table 25.-Percentage of fourth-graders whose reading teachers used various assessment practices at least once a month, by teachers' staff development experience: 1994

Appendix A. Tables

Standard Error Tables

A1.-Standard errors for: Percentage of public school principals who thought that various groups had a great deal of influence in determining the content of in-service programs, by state: 199394

A2.-Standard errors for: Percentage of public school principals who thought that various groups had a great deal of influence in determining the content of in-service programs, by selected school characteristics: 199394

A3.-Standard errors for: Percentage of private school principals who thought that various groups had a great deal of influence in determining the content of in-service programs, by private school affiliation: 199394

A4.-Standard errors for: Percentage distribution of teachers according to the amount of influence they thought teachers in their school had in determining the content of in-service programs, by sector and selected teacher and school characteristics: 199394

A5.-Standard errors for: Percentage of teachers who reported that they had participated in a formal teacher induction program during their first year of teaching, by sector and selected teacher, school, and district characteristics: 199394

A6.-Standard errors for: Percentage of teachers who reported that they were currently a master or mentor teacher in a formal teacher induction program, by selected teacher and school characteristics: 199394

A7.-Standard errors for: Percentage of teachers who had participated in various types of professional development activities since the end of the last school year, by sector and main assignment field: 199394

A9.-Standard errors for: Percentage of public school teachers who had participated in various professional development activities since the end of the last school year, by state: 199394

A10.-Standard errors for: States with the highest and lowest public school teacher participation rates in various types of professional development activities since the end of the last school year: 199394

A11.-Standard errors for: 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 main assignment field: 199394

A13.-Standard errors for: 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 state: 199394

A14a.-Standard errors for: Percentage distribution of public school teachers according to the number of hours spent in in-service or professional development programs on certain topics since the end of the last school year, by state: 199394

A14b.-Standard errors for: Percentage distribution of public school teachers according to the number of hours spent in in-service or professional development programs on certain topics since the end of the last school year, by state: 199394

A15.-Standard errors for: Average number of hours per week full-time teachers were required to be at school and average amount of time spent outside regular school hours in school-related activities, by sector: 199394

A16.-Standard errors for: Percentage of teachers who reported receiving various types of support for in-service or professional development in their main teaching field during the current school year, by selected school and district characteristics: 199394

A17.-Standard errors for: Percentage of teachers who reported receiving various types of support for in-service or professional development in their main teaching field during the current school year, by state: 199394

A18.-Standard errors for: Percentage of teachers who strongly agreed with various statements about within-school collaboration among teachers and principals, by selected teacher and school characteristics: 199394

A19.-Standard errors for: Percentage of teachers who had participated in certain types of professional development who agreed or strongly agreed that the activities had various impacts, by selected teacher and school characteristics: 199394

A20.-Standard errors for: Percentage of teachers who reported that they instructed students in various grouping patterns and that students did various group activities at least once a week during the last semester, by selected teacher characteristics: 199495

A21.-Standard errors for: Percentage of teachers who used portfolios during the last semester and percentage who included various types of student work in those portfolios, by selected teacher characteristics: 199495

A22.-Standard errors for: Percentage of teachers who reported that they demonstrated a concept using electronic media and that they planned in-class activities requiring students to use selected tools at least once a week during the last semester, by selected teacher characteristics: 199495

A23.-Standard errors for: Percentage of fourth-graders whose reading teachers reported using various resources at least once a week, by teachers' staff development experience: 1994

A24.-Standard errors for: Percentage of fourth-graders whose reading teachers asked them to do certain activities at least once a week, by teachers' staff development experience: 1994

A25.-Standard errors for: Percentage of fourth-graders whose reading teachers used various assessment practices at least once a month, by teachers' staff development experience: 1994

Appendix B. Tables

Regression Results

B1.-Estimated effects of independent variables on change in odds ratios for teacher participation in various professional development activities: 199394

B2.-Estimated effects of independent variables on change in odds ratios for teacher participation in professional development programs on various topics: 199394

B3.-Estimated effect of level of participation in professional development programs on various topics on teachers' assessment of the impact of the programs on their teaching practices: 199394