ABSTRACT

This chapter discusses what I regard as some of the most important instructional advancements of the last 30 years. These advancements came from three bodies of research: (a) research on cognitive processing; (b) research on teacher effects, that is, studies of teachers whose classes made the highest achievement gain compared to other classes; and (c) intervention studies in which students were taught cognitive strategies they could apply to their learning. Although I would not advocate converting these ideas into another evaluation form, I suggest that the ideas represented by this research can and should be used to discuss and improve instruction.