Lorin W. Anderson University of South Carolina, Columbia, USA

• Chapter 1 Research, Researchers, Data, and Understanding 1 Introduction to Section I: Time and Learning Chapter 2 An Empirical Investigation of Individual Differences in Time to Learn Chapter 3 Instruction and Time-on-Task: A Review Chapter 4 Time and Timing Introduction to Section II: Factors Influencing Educational Effectiveness Chapter 5 The Relationship Among Teaching Methods, Student Characteristics, and Student Involvement in Learning Chapter 6 Understanding Teacher Behavior in the Classroom: A Must for Sound Evaluation Chapter 7 The Stability of School Effectiveness Indices Across Grades and Subject Matters Chapter 8 High School Principals and School Reform: Lessons Learned from a Statewide Study of Project Re:Learning Chapter 9 Toward an Understanding of Unusually Successful Programs for Economically Disadvantaged Students Chapter 10 Why Should Reduced Class Size Lead to Increased Student Achievement? Introduction to Section III: International Perspectives Chapter 11 The Classroom Environment Study: Teaching for Learning Chapter 12 What IEA Studies Say About Teachers and Teaching Chapter 13 Improving Classroom Teaching and Learning: What American Educators Can Learn from International Research Introduction to Section IV: The Nature and Purpose of Educational Research Chapter 14 The Role of Conceptual Frameworks in Understanding and Using Classroom Research Chapter 15 Inquiry, Data, and Understanding: A Search for Meaning in Educational Research Chapter 16 Looking Back, Moving Forward Chapter 17 New Directions for School and Classroom Research