The research base in the study of teaching is broader than it has ever been. The most obvious use of this research is in teacher education programs. Pedagogy must become a laboratory-based field of study, with environments in which to experiment with producing cognitive and affective change in children. (MT)

Teacher effectiveness research is presented within the context of research about the teaching of reading in an effort to guide preservice teachers to make deliberate judgments in selecting instructional strategies from conflicting research findings. Suggestions for teacher educators are offered. (Author/MT)

Preservice teacher education faculty members were interviewed to discover how they learn about research, how research is used in their classes, and how research that is useful in training prospective teachers is characterized. Findings and implications for further study are discussed. (DF)

Teacher and student behavior, feedback, principles of motor learning, task analysis, and the qualitative paradigm as they relate to physical education are discussed. This new knowledge and a new generation of teacher educators/researchers should improve the quality of instruction in the school gymnasia. (MT)

A study of teacher attitudes towards prescriptive grammar instruction stresses the use of reinforcement as a teaching technique and reveals the importance of preservice and field experience programs geared to realistic presentation of practical classroom situations. (LH)