The interpretive review in this paper is directed toward a reformulation of teacher effectiveness questions. The analysis uses Kuhn's concept of paradigm to designate a framework which defines problems, methods, and solutions for a research community. The dominant process-pruduct paradigm in teacher effectiveness research is contrasted with two…

This paper contains a description of the status of a project on student information processing responses that mediate teaching effects in classroom settings. The central activity of the project is the construction of a conceptual model that relates classroom task structures to student information processing and to subject-matter achievement. The…

A report is given on research exploring the theory that stimulation from the teacher does not directly initiate student learning but activates cognitive processes that result in learning. Combined research into classroom processes and student information processing was conducted. An analysis of treatment theories that operate in research on…