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This study explored the utility, from a psychometric and cost effectiveness standpoint, of a computerized adaptive measurement system in an Air Force technical training environment. The phase 1 effort was designed to take the study to the point of producing an operational system ready to actually test technical training students adaptively. A literature review indicated that two testing techniques showed considerable promise: flexilevel testing and hierarchical testing; two courses were selected to implement these procedures. One preliminary conclusion was that adaptive testing appears to offer the potential for time savings of up to 50%. Furthermore, it was found that a very flexible computer system to drive the adaptive testing strategies could be relatively easily developed. (WH)

Over a period of three years, the National Consortium for Humanizing Education worked with teachers and students in two states to test hypotheses drawn from a model in which student outcomes (including good mental health) were seen as the results of a learning process occurring between individuals rather than as the product of an institutionalized situation. In this model, mental health is assumed to be learned in much the same way that other capabilities are learned; that is, as the result of an interdependent interpersonal interactive process. The goal of the applied research program was to devise, demonstrate, and document Interpersonal Skills Training for Teachers. This summary document presents an overview of the total project, and discusses 15 basic studies. Conclusions from each of the studies indicate an over-all effectiveness of the Interpersonal Skills Training for Teachers. (Author/PC)

One of the major studies conducted by the Consortium involved examining the inter-relationships of various aspects of teacher and student classroom functioning to determine what happens to a particular class of teacher or student behavior as the quantity and/or quality of other aspects of classroom interaction change. This examination occurred in two steps: (1) determination of the most powerful predictors from among the study variables for each of the behaviors, and (2) construction of response surfaces for each variable. Response Surface Analysis was carried out for each of the 25 study variables. Monthly audio tape recordings of an hour's classroom instruction from each of the participating teachers were coded for teacher and student behavioral variables. Some of the findings of the study were: (1) replicable, predictable, and significant relationships were detected among variables of teacher and student classroom functioning; (2) these relationships were different for the secondary and elementary school levels; (3) two of the four most frequently recurring predictors were variables which had been postulated by Rogers as being positively related to effective learning environments; and (4) most of the frequently recurring predictors were related to the kinds of behavior classified by Flanders as "Indirect." (Author/PC)

The experimental treatment administered in this study was the training of teachers to utilize interpersonal skills in the classroom. The training process consisted of three elements: (1) development of skills in the measurement of one's own teaching behavior, (2) individual feedback of the analysis of instruction samples provided by each teacher at monthly intervals, and (3) training to increase skills in interpersonal facilitation. In order to standardize the training for purposes of analysis and replication, skills modules were developed and processed through two cycles of application and revision. This report presents the refined training modules and details the revision process. Some of the training modules are devoted to: (1) developing skills in accepting feelings, (2) increasing praise, (3) accepting student ideas; (4) increasing student involvement; (5) acquiring program development skills, and (6) working with small groups. (Author/PC)