THE APPROACH USED AT STANFORD UNIVERSITY TO RESEARCH ON TEACHING WAS DISCUSSED, AND THE AUTHOR EXPLAINED THE CONCEPTS OF "TECHNICAL SKILLS,""MICROTEACHING," AND "MICROCRITERIA" THAT WERE THE BASIS OF THE DEVELOPMENT OF THIS APPROACH TO RESEARCH AND TO STANFORD'S SECONDARY-TEACHER EDUCATION PROGRAM. THE AUTHOR PRESENTED A BASIC DISTINCTION BETWEEN RESEARCH ON LEARNING, WHICH HE TERMED AS "THE CONDITIONS UNDER WHICH A CHANGE OF BEHAVIOR DUE TO EXPERIENCE TAKES PLACE," AND RESEARCH ON TEACHING WHICH DEALS WITH THE CONDITIONS ESTABLISHED BY THE TEACHER UNDER WHICH LEARNING OCCURS IN THE PUPIL. THE FAILURE OF PAST RESEARCH ON TEACHING TO YIELD SIGNIFICANT RESULTS WAS CITED AS EVIDENCE OF A NEED FOR SOME MORE PRODUCTIVE APPROACH. THE NEW APPROACH DEVELOPED AT STANFORD REPLACES THE CONCEPT OF A SINGLE CRITERION OF TEACHER-EFFECTIVENESS BY AN ANALYSIS OF THE TEACHING PROCESS INTO TECHNICAL SKILLS, THE SPECIFIC INSTRUCTIONAL TECHNIQUES AND PROCEDURES THAT A TEACHER MAY USE IN THE CLASSROOM. BY THIS APPROACH, THE AUTHOR SAID MORE SATISFACTORY RESEARCH CAN BE DONE ON TEACHER EDUCATION AND TEACHER EFFECTS BY MEASURING INDEPENDENT AND DEPENDENT VARIABLES AND CONDUCTING TRUE EXPERIMENTS. THESE TECHNICAL SKILLS IN 5- TO 10-MINUTE PRACTICE-TEACHING SESSIONS. THE MICROCRITERION OF LECTURE EFFECTIVENESS, OR TEACHER TECHNICAL SKILLS IN 5-TO-10 MINUTE PRACTICE-TEACHING SESSIONS. THE MICRO-CRITERION OF LECTURE EFFECTIVENESS, OR TEACHER EXPLAINING-ABILITY, WAS MEASURED BY TESTS OF PUPIL COMPREHENSION FOLLOWING THE INTERN PRESENTATIONS. THE AUTHOR VIEWED THE TECHNICAL-SKILLS APPROACH AS A MEANS OF PROVIDING A SCIENTIFICALLY BASED SET OF ANSWERS TO THE QUESTION OF WHAT SHOULD A TEACHER DO IN THE CLASSROOM. (AL)