An overview is presented of results of process-product research into the relationship between teacher behavior and student achievement. Results of studies are summarized, focusing mainly on teacher behaviors in the areas of: (1) management of time; (2) structuring and presenting lessons; and (3) questioning techniques. Research results on classroom management are also reviewed and discussed. This research focused on how effective teachers organize and manage an efficient classroom, give students tasks at the appropriate level, focus on worthwhile academic objectives, and use a balanced approval to motivate students. A discussion is presented of the findings of research studies on whole class instruction versus group and individual discussion, the classroom climate, and teachers' expectations for students. More than 100 research studies are cited in the references. (JD)