This report is a pilot effort to understand how knowledge imformation is effectively imparted in a classroom. The work is built on a study of the cognitions of effective teaching. Expert teachers were identified by monitoring the gain scores of students in classrooms over a 5-year period. All teachers were interviewed, observed, and videotaped over a 3-month period. The collected data were analyzed by first developing basic activity structures for each teacher, then analyzing each lesson on which notes, direct observation or videotapes were made, and building an activity structure analysis. The substantive topics covered are: student perceptions of class structure and organization, student-teacher perception of in-class actions and events, and student growth in competence as well as performance. The methodological results deal with the improvements needed in the mechanism by which relevant data can be gathered and interpreted. These results indicate two areas for improvement: test construction and analysis. Testing can be improved by adding items that are drawn more directly from textbooks and from teacher presentation examples. Analysis can be improved by a closer fit to instruction. Data can be analyzed for points of instructional confusion and mapped onto weaknesses in student performance. (PN)