ABSTRACT
It is now a decade since Teaching Styles and Pupil Progress was published in an orgy of press and academic coverage. For some considerable time the educational air was clouded with the dust of controversy but this has long since settled, making it an appropriate time to reflect on the nature of that turbulence, and to consider the theoretical and technical developments that the study spawned or heralded. In order to achieve this the chapter is in two parts. The first concerns dissemination and particularly the role of the media in that process, whilst the second considers theoretical developments relating to the study of teaching and learning processes in classroom settings.
