ABSTRACT
Educational psychology has been concerned with teacher effects and student learning for more than 100 years. During this period, a substantial body of knowledge on these topics has accumulated, and we know far more about effective teaching than is often acknowledged. Nevertheless, most of our knowledge about teaching and learning is fragmented, narrowly focused, and limited in the psychological understanding it can shed on the important problems of education. Teaching and learning have typically been studied as separate entities (Shuell, 1993), and complexities of the teaching-learning exchange have usually been ignored.
