Three researchers, addressing the problem of instructional improvement, identify sound research findings and cite problems associated with the transfer of these findings into classroom practice. Donald M. Medley, in "An Overview of Research on Classroom Teaching," identifies three variables which consistently differentiate between effective and ineffective teachers: learning environment, use of pupil time, and quality of instruction. Inconsistencies between these research findings, educational theory, and common sense are noted. In "Implications of Research for Adaptive Teacher Preparations," Robert S. Soar separates four domains of the learning environment--emotional climate, student behavior, learning tasks, and thinking processes. Soar's research indicates conflicts with accepted educational practice and theory. In "Using Feedback to Change Teacher Behavior," Frederick J. McDonald addresses the issues of transferring research results into practical applications. He asserts that it is the researchers' responsibility to develop a more simplified system for conceptualizing teacher performance, observing teacher behavior, and providing feedback to change teacher behavior. Several suggestions are offered to enhance the effectiveness of inservice training for teachers. (JD)