Researchers have become concerned with the need to make research relevant to the interests and concerns of practitioners, and to facilitate the application of new knowledge about teaching and learning to the ongoing teaching-learning process of the classroom. This paper presents examples of the ways in which research findings from two ETEP (Effective Teacher Education Program) studies and two data collection procedures taken from these studies may be applied to teaching and to the training of teachers. The two ETEP studies concern the effects of teacher use of probing and redirection and teacher use of higher cognitive questions on student achievement and attitudes. The four approaches to application of the research are: (1) application through development of teacher training programs and materials; (2) application through use of new knowledge by teachers to modify how they structure the teaching/learning situation and how they interact with students; (3) application through use of data collection procedures as instructional vehicles and as self-development tools; and (4) application through teachers serving as researchers who validate and evaluate findings as they are applied in the classroom. A consideration of a new approach to research and development in teaching, which will increase the likelihood that research on teaching will be applied in the classroom in order to improve educational opportunities, is presented. (JMF)