In this article, Wittrock describes the varied research relating to student cognition and teacher behavior. Specifically, the author outlines how teachers influence studentthinking, which, in turn, influences student achievement. With a cognitive approach, the students' knowledge, beliefs, and attitudes are at the center of any attempt to explain achievement. Research relating to moti vation, ... [Show full abstract] attention, comprehension and metacognition is dis cussed by the author. Implications for teachers and teacher educators are explicated.