ABSTRACT
The research that J. H. Abrahamson and J. Kepler did in one American private high school suggests that teachers in fact vary widely in their classroom procedures and practices. Curriculum studies must face the problem of what there might be beyond the classroom system and the bureaucratic school and must ponder where it should place its efforts in the renewal of interest in classroom processes. A formulation of the technology of teaching which includes instructional and managerial components is the sort of conceptual linkage needed to establish the connection between the production function and classroom instructional research traditions. Thus, generalizations about teaching derived from research act as guides to assessing the likely consequences of alternative strategies in complex educational situations. Theories can be of value in specifying those dimensions which are relevant to an understanding of classroom phenomena, can extend the range of hypotheses considered, and sensitize the teacher to the possible consequences of his actions.
