A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.

Business schools across the country have demonstrated an increasing interest in teaching management skills in undergraduate and graduate programs. This article describes four models for skills courses based on existing courses. It includes for each course (a) an overview, (b) a statement of philosophy and pedagogy, (c) unique features, and (d) facilitator and student responses. The four models are then discussed as a group, and issues related to skill learning are raised.

Recent data and experience have shown apparent increased individual frustration with involvement in group work in a learning setting. A major source of frustration was found in apparent ineffectiveness of work groups to secure individual member compliance and control for deviant behavior. This research defines, develops, and demonstrates application of an explicit norm structuring procedure designed to increase group influence over individual member and reduce frustration with group work.A recurring and practical problem is encountered within the broader concern for improving group effectiveness : How can employee and student learning performance be improved when a major portion of the learning works is based in group activity?An informal survey of course evaluations and workshop feedback seemed to indicate an increased resistance by students to working in groups, that is, to having a major portion of their course activity and evaluation based on work done in groups in which the final output was a group product. This appeared to be true over a Group

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