Teacher Behavior and Its Effects. Occasional Paper No. 25.

Research on linkages between teacher behavior and student learning is examined. Present and possible future process-outcome research is assessed with an emphasis on methodological considerations. Compilation of detailed normative data about classrooms, including explication and integration of process-process as well as process-outcome relationships, is argued for. It is suggested that large field studies addressed to classroom instruction "in general" will give way to studies designed with particular contexts in mind, using measures of both processes and outcomes (especially short-term outcomes) appropriate to these contexts. (Author/JD)