This monograph, published as the first Yearbook of the Association for the Education of Teachers in Science (AETS), focuses on three areas of the research literature relating to teacher behavior. The first section presents a review of studies concerned with instrument development for the analysis of teacher behavior in science classrooms. The second section deals with research on teaching involving the systematic observation of classroom behavior. Documents published or made available between 1960 and 1971 are reviewed, with an emphasis on studies dealing with teacher behavior in science classrooms. The third portion of the monograph examines teacher behavior studies in fields other than science education. Common findings emerging from the research reviewed in this section indicate that teachers dominate classroom talk, and students seldom initiate verbal interaction. Each section includes a summary discussion, a set of recommendations that should be valuable in guiding future research in the area of teacher behavior, and an extensive bibliography of the studies reviewed. In all, over 1,300 research studies relating to teacher behavior are listed in the bibliographies. (JR)