This project examined three hypotheses: (1) teachers can learn to make explicit their own intuitive knowledge as it relates to specific matters and their teaching practice; (2) once a teacher has gained insight into her own knowledge, she can learn to coordinate it with the privileged descriptions of subject matters she is expected to teach; and (3) these skills can serve as a resource for contacting, understanding, and making good descriptions of students' intuitive ways of constructing coherence. Part one of this report gives the background and current state of the project. Part two discusses the hypotheses and tentative evidence for both confirmation and disconfirmation, as well as some unanticipated results. In part three, ways are discussed in which the field of cognitive psychology was drawn upon in the research and how it became a viable tool in teacher development. In part four, a theoretical model is proposed for use in analysis of protocols within problem-solving situations. One worked-out example is included. Part five is a discussion of the effect of the program in the teacher-participants' classrooms. Several appendices are attached--interim reports, published papers pertaining to the project, and other documents associated with the work. At appropriate places in this report, particular directions and explicit questions currently under investigation are indicated. (JD)