Probing the Subtleties of Subject-Matter Teaching.

Abstract

Research on teaching, if inter preted appropriately, is a significant resource to teachers; it both validates good prac tice and suggests directions for improvement. All too often, however, reviews of the research assume an out with the old, in with the new stance, which fosters swings between extremes. Practitioners are left confused and prone to believe that research is not helpful. This summary of the research conducted during the last 25 years attempts not only to highlight the changing implications of research but also to emphasize how the Research has built on what was learned before.

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