ies are likely. The program may have been ineffective because although it was said to teach both communication and conflict-resolution skills, it in fact only taught communication skills and only a selected subset of these skills. To the extent that conflict-resolution strategies are not reducible to the taught communication skills, the program would be ineffective in producing development and/or improvement of these skills. Methodological artifact is possible because whole classrooms and not individual students were randomly assigned to treatment conditions; moreover, the classrooms themselves were not randomly selected.
Since the authors' conceptual notions do not fully stand the test of the critical analysis, it is difficult to specify implications for administrative practices. Perhaps the most that can be said is that the idea of providing students with interpersonal skills/conflict-resolution training is a good one and should be tested in future using a better designed program.
This observance is of a coach teaching a student how to dribble and shoot a basketball. The interaction took place at the high school gym. The observation lasted approximately 15 minutes. Interactive behaviors involved the coach modelling the desired behavior, watching the student imitate the behavior, and then discussing the student's performance. This pattern was engaged in twice.
Several behaviors made this communication effective. First, the coach was concise in his statements. When the student spoke, he did not interrupt but rather listened and then reitera
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