The paper summarizes some educational research findings regarding effective schooling practices. Only those findings which have particular impact on educational program planners in the field of migrant education are discussed. These findings pertain to the following issues: class size, group size, ability grouping, parent participation in instructional programs, the principal as instructional leader, computer-assisted instruction, student discipline and motivation, direct instruction, mastery learning, and time factors in learning. The paper summarizes what the research says about smaller classes and the achievement of disadvantaged, low-ability, and primary age students; instructional grouping and the achievement of young children; homogeneous/heterogeneous grouping practices and the achievement of high, middle, and low ability groups; parent involvement in their children's education and the children's achievement; the principal's role as an instructional leader; the use of computer-assisted instruction in migrant education programs; practices regarding student discipline and motivation; instructional strategies which work best with disadvantaged and non-disadvantaged students; direct instruction for teaching and remediation as a set of teaching behaviors and as opposed to indirect instruction or to no instruction; the variations of mastery learning; and instructional time (allocated time, engaged time or time-on-task, and academic lerrning time) and student achievement. (NQA)