Emphasis on the traditional approach in educational research has given way to the scientific approach, and, gradually, the focus of research has shifted from the teacher to include student behavior. Many variables previously associated with teacher behavior are recognized as being associated with student behavior. Future research must use previous studies to formulate a clearer pattern for effective teaching. Researchers have relied on a global description of process/product to test the effectiveness of learning experiences, but that research emphasis should also include studies of the relationship between teacher competencies and learning experiences. Since pupil achievement is related to these experiences, they must be controlled to facilitate learning. Certain variables that have already been proven valid through study may have such strong influence over learning that other variables may be masked. Future studies should attempt to control such variables as management skills to see to what extent other variables may affect learning. Research has been successful in identifying effective teacher behaviors, notably in the early grades, in teaching basic skills. Studies identifying those teaching variables that apply to upper grades and in different context areas need to be developed. (Authors/JD)