The goal of this panel was to improve teacher training and teaching effectiveness through applied behavior research in instructional settings. Eight approaches for achieving this goal and for organizing suggested research programs were adopted and discussed. The first of these focused on an increase in the utilization of applied behavior analysis in the preservice education of teachers. The second discussed the development of procedures for installing and maintaining effective teaching and teacher education techniques and systems in new settings. The third approach presented procedures for the development of more effective teacher performance through teacher training, and the development and improvement of existing teacher support systems. The fourth approach concerned the development, through empirical research, of systematic procedures that could be used to define the goals and objectives of educational programs. The development of a community education training program for parents was discussed in the fifth approach. The sixth focused on the development and evaluation of measures of teaching processes and outcomes. The seventh concerned developing and testing methods by which teachers and teacher-training institutions can make themselves more accountable for their performance. The last approach dealt with developing criteria for the funding of educational research which aim to ensure outcomes of direct relevance to teachers in attaining their instructional objectives. (BD)