Middle level and senior high school principals and teachers can benefit from studies focusing on the relationship between teaching effectiveness and school characteristics, classroom management, teacher expectations, school climate, learning time, and learning/cognitive style. Research (Rutter et. al, 1979) shows that emphasis on academics, teacher-student interactions, incentives, and rewards make a difference in school outcomes. Classroom management studies conclude that academic achievement and student attitudes improve as more time is spent on task-oriented instructional activity presented clearly and professionally. Teachers' high expectations and ability to create positive, caring school climates contribute to high student achievement. Cognitive studies and learning style research help teachers know their students' abilities and skills. Such studies confirm that most students learn better from touching, doing, and experiencing than from lectures. Effective teachers are successful in planning and preparation, classroom management, and student evaluation, but the study concludes that the key to establishing and maintaining a climate conducive to academic achievement is effective administrative leadership. The small number of studies on teaching effectiveness beyond the elementary level demands, however, that conclusions remain tentative about effective teaching in middle level and senior high schools. (PB)