Classroom research on process-outcome relationships had burgeoned in recent years, revealing notable methodological advances and sensible, replicated findings. The studies of the early 1970s supporting direct instruction as particularly effective for producing achievement in basic skills in the early grades have been replicated and extended to…

Research on teacher evaluation and teacher effectiveness indicates that there are serious problems with the reliability of presage, process, and product findings. Quality in teaching can best be assessed by measuring process in the classroom and by using observation instruments which record the occurrence of specific, well-defined behaviors. (PP)

Three possible ways to link teachers with research on teaching and teaching practices are described: (1) rules, (2) evidence, and (3) schemata (which provide a way to "see" a phenomenon and to think about it). Illustrations are drawn from the Beginning Teacher Evaluation Study. Schemata on classroom time and teacher behavior are…

A model for school policy makers is provided to help clarify the process of applying research findings to schools and classroooms. The 10-step model is meant to facilitate the systematic review of research and the planning and implementation of new programs and to illustrate potential university and school district cooperation. (Author/PP)