This collection of 7 articles focuses on the themes of 10 workshops that comprise an inservice training program, Effective Teaching, and the Cooperative Classroom. In "Research in Teacher Effectiveness," Georgea M. Sparks traces the research findings on effective teaching practices and educational outcomes during the last 15 years, and briefly summarizes the research on cooperative group learning strategies. In chapter 2, "Curriculum and Effective Teaching," John I. Goodlad presents information from his study on schools and discusses the prerequisites of effective teaching and the cooperative classroom. In "The Art and Craft of Teaching," Elliot W. Eisner addresses the aspects of the cooperative classroom that develop teacher flexibility and creativity. In "These Days--These Debates," Philip L. Hosford discusses teacher evaluation and argues for the use of both a quantitative and qualitative approach to gaining knowledge about teacher effectiveness. In "Aldo: A Metaphor," Robert Garmston and Arthur Costa present a narrative about an experienced and devoted classroom teacher facing an aggressive staff development program requiring the learning of new teaching skills. In "Using Research to Improve Teaching Effectiveness," Ralph W. Tyler challenges educators to use what is available from "action research," but reminds them that research findings are generalizations that serve to guide practitioners as they study and try to understand all of the elements in their own classrooms. In the final chapter, an "Overview of Cooperative Learning," Chick Moorman, Dee Dishon, and Pat Wilson O'Leary give their rationale for teaching cooperation, and describe the differences between typical classroom groups and cooperative groups. (JD)