This research review and theoretical proposal is based on the assumption that curriculum is concerned with methods and content and that the two are interrelated and interdependent in practice; thus, research on teaching is related to curriculum in use and can inform curricular theory. An overview is presented of different types of research on teaching: (1) process-product; (2) Carroll model (investigation of the nature of student tasks and measurement of task accomplishment in terms of time); (3) aptitude-treatment interaction; (4) ethnographic; and (5) teacher thinking. A model is presented for relating these types of research to three different theoretical perspectives: (1) reproductive approach--the teacher viewed as one who transmits or reproduces predetermined curricular goals; (2) constructive approach--teachers and students characterized as processors, creators, and constructors of curriculum content; and (3) reconstructive approach--teachers viewed as critical perceivers who act to reconstruct oppressive societal structures and engage students as co-investigators in identifying, critically reflecting upon, and taking action on curriculum change. (Author/JD)