Research on improving teacher practice is examined, focusing on the collaboration of researchers and practitioners in developing effective change strategies. Three studies are introduced that provide long-range data and form a knowledge base: (1) the Rand Corporation study of federal programs supporting educational change (1978); (2) the I/D/E/A study of change in individual schools (1974); and (3) the Concerns Based Adoption Model (CBAM) on implementation of innovations (1979). Other studies on the definition of teacher change and the use of the process-product approach are reviewed, followed by a discussion of the use of developmental models in designing teacher change efforts. Studies on the impetus for change and problems and questions associated with interevention in teacher practice are also included. In the conclusion, a weighted matrix design using findings from developmental models and a process-product orientation is cited as a promising change strategy. It is suggested that a collaborative study be developed that would allow researchers and practitioners to identify a generalizable system to change teacher practice and to use research studies in widely varying contexts. (FG)