This report presents estimates of the proportion of teachers who use a wide range of teaching practices, including those frequently recommended in curriculum and teaching standards and those that have traditionally been part of teachers' practice. The report analyzes data from the 1994-95 Teacher Follow-up Survey, which administered a series of items on instructional practices to a national sample of K-12 teachers in all subject areas. The report examines teachers' practices in four areas: roles that teachers and students play in learning activities; materials and technology used in the classroom; kinds of learning tasks that students complete in the classroom and at home; and how teachers assess and evaluate student learning. The report discusses whether teachers' choices of instructional strategies vary with characteristics of teachers and their students. The report concludes that U.S. teachers use a wide variety of instructional strategies on a weekly basis, including strategies recommended by reformers and traditional techniques. Student grade level and class subject area relate to the strategies for instruction that teachers choose. Teachers' instructional choices are partly responses to characteristics of their students. Teachers who participate in recent faculty development are more likely to use recommended teaching practices than those who do not. Four appendixes present detailed tables, standard error tables, technical notes and methodology, and the Teacher Follow-up Survey (questionnaire for current teachers). (Contains approximately 75 references.) (SM)