This handbook is designed to identify classroom practices that research has shown to result in higher student achievement. The fundamental idea behind this book is that in order to succeed, efforts to improve instruction must foucs on the existing knowledge base about effective teaching and learning. The chapters are: (1) "Introduction" (Gordon Cawelti); (2) "Generic Practices" (Herbert J. Walberg); (3) "The Arts" (Richard Colwell); (4) "Foreign Language" (Myriam Met); (5) "Health Education" (Catherine D. Ennis); (6a) "Language Arts" (James R. Squire); (6b) "Oral Communication" (Carolyn Dunkle Perry); (7) "Mathematics" (Douglas A. Grouws); (8) "Physical Education" (Catherine D. Ennis); (9) "Science" (Dorothy Gabel); (10) "Social Studies" (James P. Shaver); and (11) "Focusing Staff Development on Student Learning" (Dennis Sparks). Each of the chapters follows a common format. After a brief introduction, 10 to 16 classroom practices are identified. A summary of research findings is presented, followed by an application to classroom practices. For the research-based practices identified, only the most important studies supporting those practices are cited. Although most studies rely on traditional kinds of achievement testing, a broader definition of achievement is used here. Integrated approaches within disciplines are included if they are judged appropriate. Each chapter contains a reference list of 60 to 90 items. (TM)