This report, the forth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," examines teachers' survey responses that describe the frequency with which their teaching practice involves those five types of activities and the frequency with which their practice involves more traditional transmission and skill-development activities instead. Behind all teaching practices and beliefs about teaching are two overarching approaches to teaching that represent different and somewhat incompatible models of good pedagogy: traditional transmission instruction and constructivist-compatible instruction. A constructivist learning environment tends to involve these five types of activities: projects, group work, problem-solving tasks, reflective thought through writing, and a variety of other tasks that engage students in meaningful thinking. In addition, the report examines specific teacher beliefs reflecting a teaching philosophy consistent with the use of those activities, and beliefs reflecting a teaching philosophy that runs counter to these teaching practices. Data are presented in 43 tables throughout the report. Supplementary tables and a summary of study methodology are appended. Contains 23 references. (Author/AEF)