Abstract
Summary. A framework is presented for considering effective teaching which focuses on ‘classroom process’. The framework distinguishes three complementary levels of analysis. First, a surface level of analysis which focuses on the notions of ‘active learning time’ and ‘quality of instruction’. Second, a psychological level of analysis which focuses on psychological concepts, principles and processes which attempt to explain how process may influence outcomes. Third, a pedagogical level of analysis which focuses on teaching skills and on a three‐way interaction between teacher perceptions and strategies, pupil perceptions and strategies and characteristics of the learning experience. It is argued that the distinction between these three levels of analysis may aid clarification in conceptualising research on effective teaching.
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