ABSTRACT
It is now generally recognized that the research into the efficiency of teaching styles has been inconclusive. A 'style' contains a number of behaviours, and it has proved impossible to ascertain the impact of any one teacher behaviour on pupil achievement. An expanded 'opportunities to learn' model includes cognitive and curriculum matching as developed by Bennett; and social matching as discussed above, including teacher–pupil interaction and relationships. It also requires a suitable learning theory. Teachers and pupils need to feel that they are engaged in the same enterprise. A number of influences bear on pupils and teachers, producing different forms and levels of motivation, different values and aims, different cognitive frameworks and, in consequence, a range of mismatches throughout the various areas of the model. The exchange proved a sound basis for a comparative study in religion at the children's own level of thinking.
