Presented is a review of findings from research of teaching in the 1970's. It is noted most research was directed toward identifying effective instructional strategies for low achievers, and may not generalize to high achievers. Information is related to student time on task, length of school day, academic time, allocation of time to specific activities, teacher focus of instruction, and interactive instruction. Details of a study on mathematics instruction conducted in 11 San Francisco Bay urban and suburban high schools are provided. The main conclusion is that students in general mathematics classes may not receive the teacher attention and instruction required to achieve well and continue in mathematics. Next, a report on differential treatment of men and women in mathematics classes found differences in geometry classes, but these did not relate to the enrollment of women in advanced mathematics. This document asks if the instructional strategies found effective in reading and mathematics are effective for science classes. An observation system that can be used in science classrooms so that instructors can answer questions about teaching practices is detailed. A study using these techniques to describe effective science teaching is called for, and the need for renewed research in science programs is expressed. (MP)