A framework is suggested for the analysis of teaching, whether for purpose of research, evaluation, or moral inquiry, that is an alternative to the present form of analysis. This form seeks in the analysis of teaching those teacher characteristics that can be established as causally reactive in producing student achievement. Differing philosophical approaches to the analysis of teaching are presented and discussed. The suggestion is made that research on teaching is a tandem process: an analysis of part to whole relationships that constitute identifiable global types of teaching and an analysis of the caused effects of each type upon children. (JD)