An educative approach to teacher change gives teachers access to new knowledge and understanding in ways that will assist them in taking possession of that knowledge and to work out its implications and its consequences for their own settings and contexts. (CB)

Research on teaching, learning, and schooling, while extremely helpful, does not translate automatically into prescriptions for change, which requires support, trust, and adaptation rather than inflexible mandates that imply distrust. (CB)

Research about classroom communication, classroom management, training, and staff development form the basis around which teachers can improve their practice. Staff development programs must be dynamic to support and stimulate this process. (CB)

The article suggests a method for organizing the research on teaching thinking and provides examples of indicators of teacher performance within various domains (hypothesis testing, argument assessment, problem solving, probabilistic thinking, and flexibility). Examples of empirical evidence supporting each indicator are included. (SM)

The eight-phase process Ohio uses to address major educational policy questions is briefly described, and its strengths and weaknesses noted. General comments are made about state-level education policymaking. (JL)