This paper reviews educational theory and research on student learning gains (especially in basic skills in elementary grades) and on motivating students to value and engage willingly in academic tasks. Research on the link between teacher behavior and student learning and attitudes is addressed in the first section, followed by a section discussing resulting policy implications for providing basic skills instruction and an effective learning environment. Research topics discussed include: (1) teacher expectations and role definitions (2) importance of student time on task; (3) value of active instruction from a teacher; (4) need for flexible teacher behavior; and (5) feasibility of teacher-student matching. Limitations on applying this reseach are noted, particularly the use of approaches derived from classical learning theory and its basis in nonclassroom settings. The relevance and potential applications of recent research on student motivation is examined in the next section. Research topics considered are: need theory, reinforcement theory, relevance of education to the needs of students, attribution theory, and building intrinsic and continuing motivation in students. Recommendations which are made for teacher education in the final section would affect entry standards and accountability and preservice and inservice education programs. A list of references is appended. (FG)