Research on teaching can be concerned with teaching in general or it can be conducted with a single kind of subject matter. Which kind of research is more advantageous? This issue arises in the planning of programs of research on teaching. The generic approach looks for uniformities, concepts, and principles that apply across all or many subject…

This article presents three versions of what may happen in post-1989 research on teaching. In the first version, the quantitative approach dies of wounds inflicted by its critics. In the second, different approaches work in harmony, and in the third, the wars continue among competing approaches to educational research. (IAH)

The path to increasing certainty becomes not the single excellent study, which is nonetheless weak in one or more respects, but the convergence of findings from many studies, which are also weak, but in many different ways. The dissimilar or nonreplicated weaknesses leave the replicated finding more secure. (Author/IRT)

This paper reports on an emerging technique that yields the kind of knowledge about cause-and-effect connections between teaching practices and student achievement on which teacher education should be based. That knowledge comes from the completion in recent studies of what has been termed the "descriptive-correlational-experimental loop."…

This report begins by giving reasons for conducting research on teaching and examining the different kinds of variables that are studied in research on teaching. The types of relationships between these variables that can be studied are then discussed. Because these types of relationships constitute models for research on teaching, the paper then…

This monograph updates a 1978 publication titled "The Scientific Basis of the Art of Teaching." Based on lectures presented during the 1983-84 academic year, this work discusses research on teaching to provide a substantial scientific basis for the art of teaching and for the education of teachers in that art. For several decades, one research…