List of Tables

• Table 1: Percent of public school teachers who hold bachelor's, master's, doctorates, other degrees, and/or other certificates, by selected teacher and school characteristics: 2000

• Table 1a: Standard errors of the percent of public school teachers who hold bachelor's, master's, doctorates, other degrees, and/or other certificates, by selected teacher and school characteristics: 2000

• Table 2: Percent of public school teachers who participated in professional development activities during the last 12 months that focused on various content areas, by the number of hours spent on the activity: 2000

• Table 2a: Standard errors of the percent of public school teachers who participated in professional development activities during the last 12 months that focused on various content areas, by the number of hours spent on the activity: 2000

• Table 3: Percent of public school teachers who participated in professional development activities during the last 12 months, by content area and selected teacher and school characteristics: 2000

• Table 3a: Standard errors of the percent of public school teachers who participated in professional development activities during the last 12 months, by content area and selected teacher and school characteristics: 2000

• Table 4: Percent of public school teachers indicating the extent to which their participation in professional development during the last 12 months has been linked to or followed by various school-based activities related to the teachers' professional development experience: 2000

• Table 4a: Standard errors of the percent of public school teachers indicating the extent to which their participation in professional development during the last 12 months has been linked to or followed by various school-based activities related to the teachers' professional development experience: 2000

• Table 5: Percent of public school teachers indicating the extent to which participation in professional development activities in various content areas during the last 12 months improved their teaching: 2000

• Table 5a: Standard errors of the percent of public school teachers indicating the extent to which participation in professional development activities in various content areas during the last 12 months improved their teaching: 2000

• Table 6: Percent of public school teachers indicating the extent to which participation in professional development activities in various content areas during the last 12 months improved their teaching, by the number of hours spent in professional development in the content area: 2000

• Table 6a: Standard errors of the percent of public school teachers indicating the extent to which participation in professional development activities in various content areas during the last 12 months improved their teaching, by the number of hours spent in professional development in the content area: 2000

• Table 7: Percent of public school teachers indicating that participation in professional development activities in various content areas during the last 12 months improved their teaching a lot or moderately, by the extent to which professional development has been linked to various school-based activities 2000

• Table 7a: Standard errors of the percent of public school teachers indicating that participation in professional development activities in various content areas during the last 12 months improved their teaching a lot or moderately, by the extent to which professional development has been linked to various school-based activities: 2000

• Table 8: Percent of public school teachers who participated in various activities related to teaching during the last 12 months, by frequency of participation: 2000

• Table 8a: Standard errors of the percent of public school teachers who participated in various activities related to teaching during the last 12 months, by frequency of participation: 2000

• Table 9: Percent of public school teachers indicating the extent to which participation in various teaching-related activities during the last 12 months improved their teaching: 2000

• Table 9a: Standard errors of the percent of public school teachers indicating the extent to which participation in various teaching-related activities during the last 12 months improved their teaching: 2000

• Table 10: Percent of public school teachers indicating the extent to which participation in various teaching-related activities improved their teaching, by the frequency with which they participated in that activity during the last 12 months: 2000

• Table 10a: Standard errors of the percent of public school teachers indicating the extent to which participation in various teaching-related activities improved their teaching, by the frequency with which they participated in that activity during the last 12 months: 2000

• Table 11: Percent of public school teachers indicating how well prepared they felt for various activities in the classroom: 2000

• Table 11a: Standard errors of the percent of public school teachers indicating how well prepared they felt for various activities in the classroom: 2000

• Table 12: Percent of public school teachers indicating they felt very well prepared for various activities in the classroom, by selected teacher and school characteristics: 2000

• Table 12a: Standard errors of the percent of public school teachers indicating they felt very well prepared for various activities in the classroom, by selected teacher and school characteristics: 2000

• Table 13: Percent of public school teachers indicating how well prepared they felt for various activities in the classroom, by the number of hours spent in professional development in the content area of the activity during the last 12 months: 2000

• Table 13a: Standard errors of the percent of public school teachers indicating how well prepared they felt for various activities in the classroom, by the number of hours spent in professional development in the content area of the activity during the last 12 months: 2000

• Table 14: Percent of public school teachers indicating how well prepared they felt to meet the overall demands of their teaching assignments, by the extent to which their participation in professional development has been linked to various school-based activities: 2000

• Table 14a: Standard errors of the percent of public school teachers indicating how well prepared they felt to meet the overall demands of their teaching assignments, by the extent to which their participation in professional development has been linked to various school-based activities: 2000

• Table 15: Percent of public school teachers indicating how well prepared they felt for meeting the overall demands of their teaching assignments, by whether they participated in various teaching-related activities during the last 12 months: 2000

• Table 15a: Standard errors of the percent of public school teachers indicating how well prepared they felt for meeting the overall demands of their teaching assignments, by whether they participated in various teaching-related activities during the last 12 months: 2000

• Table 16: Percent of full-time public school teachers indicating that they participated in professional development activities during the last 12 months that focused on various content areas, by the number of hours spent in the activity: 1998 and 2000

• Table 16a: Standard errors of the percent of full-time public school teachers indicating that they participated in professional development activities during the last 12 months that focused on various content areas, by the number of hours spent in the activity: 1998 and 2000

• Table 17: Percent of full-time public school teachers who participated in various teaching-related activities during the last 12 months, by frequency of participation: 1998 and 2000

• Table 17a: Standard errors of the percent of full-time public school teachers who participated in various teaching-related activities during the last 12 months, by frequency of participation: 1998 and 2000

• Table 18: Percent of full-time public school teachers indicating how well prepared they felt for various activities in the classroom: 1998 and 2000

• Table 18a: Standard errors of the percent of full-time public school teachers indicating how well prepared they felt for various activities in the classroom: 1998 and 2000

• Table A-1: Number and percent of responding public school teachers in the study sample and estimated number and percent of public school teachers the sample represents, by selected teacher and school characteristics: 2000

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