Advances in Teacher Effectiveness Research

Classroom research on process-outcome relationships had burgeoned in recent years, revealing notable methodological advances and sensible, replicated findings. The studies of the early 1970's supporting direct instruction as particularly effective for producing achievement in basic skills in the early grades have been replicated and extended to junior high and high school, and experimental studies designed to test causal hypotheses derived from earlier correlational work have begun to appear. As a result, the goal of providing a scientific basis for teacher education is finally being realized.