Dear Colleagues,
 
Perhaps this well-written short article written by educational researcher, David Berliner may be of interst: 
The Place of Process-ProductResearch in Developing the Agenda for Research on Teacher Thinking
 http://courses.ed.asu.edu/berliner/readings/process.htm
 
Berliner's opening statement on the "idiosyncratic" convergence of behaviorist and cognitive research traditions underlies his argument.  In this respect, his emphasis on behaviorism, broadly speaking, resembles more the work of Dewey than the narrower stimulus-response theorists of the 1920s which underlie certain streams of philophical positivism.  Berliner's perspective is more in the venue of an eclectic pragmatic pohilosophical perspective.
 
Here's berliner's opening two paragraphs.
 
Best,
 
George Demetrion
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Process-product research on teaching, an adaptation of the criteria-of-effectiveness paradigm, has its roots in functionalist psychology. Functionalism, is a pragmatic and electric approach to psychology that is concerned with the fitting of persons to environments. Functionalists have always accepted cognitive behavior as a legitimate object of study. Thus, a perspective from functionalist psychology may be useful for designing studies of teachers' thinking. From this perspective, the majority of contemporary studies of teachers' thinking are found wanting because there has been no concern for criteria of effectiveness. Recommendations for the improvement of research on teachers' thinking are offered.
It is important that those who develop the research agenda for studying teacher thinking, a contemporary program of research on teaching, should profit from the lessons learned while engaged in an older style of research on teaching, often called process-product research. The older research program has often been linked with the behaviorist tradition in psychology, whereas the newer research program is associated with cognitive psychology in particular and with the exciting new field of cognitive science in general. To discuss the lessons that have been learned, however, I must first share with you my own idiosyncratic view of the two apparently disparate research traditions or programs. A personal view of these issues is offered in the hope that it will contribute to the dialog-the "grand conversation" that Shulman (1986) described-about the future course of research an teacher thinking.
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