This chapter reviews the study of teaching in elementary and secondary schools. Information in the first section summarizes a large body of work by Pressley and his colleagues generated through longitudinal studies and qualitative analyses of classroom observations of teaching behaviors. Findings associated with this naturalistic work have led to a greater understanding of both direct transmission and constructivist teaching processes. The second section examines teachers' thinking about teaching and its associated affects on planning and direct acts of teaching. Motivational processes used by teachers in classrooms to stimulate student learning are the focus of the third section. The fourth section describes what expert teachers do as they teach.
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