This paper presents recently reported findings that associate teacher behavior with student achievement. These findings fall under 5 general categories: time usage, classroom management, teacher expectations, teacher effectiveness research, and specific teacher behaviors. Research on time usage has demonstrated that the same amount of learning time can have different consequences, depending on both student attention and approriate instruction. The discussion of classroom management research concludes that good management skills provide a necessary, but not sufficient structure for active classroom learning. The section on teacher expectations focuses on the need for teachers to moderate their differential interaction patterns with high and low achieving students. An extensive study on teacher effectiveness has established correlations between student achievement scores and teacher behavior patterns. Successful teachers were identified as those who were more active in presenting, explaining, illustrating, and reinforcing concepts, while those teachers with lower student achievement gains relied more on seatwork. The section on specific teacher behaviors summarizes research conclusions in 5 general aspects of teaching: quantity and pacing of instruction, giving information, questioning the students, reacting to student responses, and handling seatwork/homework assignments. Three general conclusions are drawn from the review as a whole: (1) research findings have the potential to affect classroom practice; (2) research findings need to be systematically disseminated in teacher education programs; and (3) new research is needed to clarify the relationship between classroom process variables. (TE)