This article examines major trends in research on the teaching process, emphasizing two models for studying classroom interactions--process-product and descriptive. Also discussed is interpersonal interaction as it is studied in social psychology. (CB)

To develop an educational program that works for every student, it is important to consider that learning style differences do exist and that learning style matching can positively affect achievement. Methods to help teachers assess student preferences are discussed. (DF)

The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP)

This article examines classroom organizational patterns and the focus, content, and strategies of instruction to show that the basal reader, rather than reading comprehension, is what is being taught. A skills model of reading, the basal approach, does not reflect what readers do to make sense of text. (IAH)