A review of recent literature on both theoretical and research findings on the application of research to improve classroom instruction is offered. (DF)

The findings of this study suggest that (1) the previous track-record (how well teachers have performed differentially with groups of students having different learning rates) helps to predict how well teachers will do with students in their regular classrooms and (2) matched teacher/classrooms produce significantly higher achievers than do…

In discussing the past, present, and future of research in teacher effectiveness, this article notes that researcher's conceptions of teacher effectiveness has determined the nature of the research and the usefulness of the findings; process-product research can produce reliable information; the tools needed to build a knowledge base for effective…

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)

In "A Case Study of an Educational Innovation: the History of Flanders Interaction Analysis System" (Flanders and Amidon, 1981), the research, development, dissemination, and utilization of the system is described. The parallels between the development and use of the system and the development of more recent educational innovations are…

The efforts of a principal who used ideas concerning use of classroom time generated by the Beginning Teacher Evaluation Study to restructure programs at two rural elementary schools are described. Staff development efforts and teachers' reactions are highlighted. Changes in instruction and in scheduling are discussed. (PP)