An important goal in research on teaching is that of identifying the effects of situation and instruction factors a on the facilitation of pupil learning. One approach to this goal is that of assessing teachers' judgments concerning the effects of such factors on the learning progress of their children. How different, for instance, is a teacher's classroom approach for a first grade as compared with a sixth grade class? How is a teacher's instructional procedure affected by differences in the subject matter he is teaching --arithmetic or geography, for example? What factors determine which teaching technique is more suited to one classroom situation than to another classroom situation?
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