Teaching is a complex and fundamentally collaborative process, through which knowledge and skills are acquired as a result of repeated interactions between teachers and students. The effectiveness of these interactions depends on both the instructional environment created by the teacher and the extent to which students engage with that environment. The current study combines these dimensions of teaching to (a) evaluate the construct validity of two instruments: the Middle School Intervention Project Classroom Observation Tool (MSIP-COT) and the Student Engagement Instrument (SEI), and (b) test the extent to which these measures predict differences in reading proficiency for middle school students who struggle with reading. Observation, engagement, and reading achievement data were collected for a sample of 1,446 reading intervention students from 25 middle schools in the Pacific Northwest participating in an evaluation of state and local education programs. Instruments were evaluated by fitting a series of measurement models to the observation and engagement data. The results of the best fitting models were then used in a cross-classified, multilevel structural equation model to predict differences in reading proficiency and evaluate the direct and mediational effects of engagement and instructional environment. Results provided reasonably strong evidence for both measures as indicators of their respective constructs but limited support for the direct and mediational effects of observed instructional environment and self-reported student engagement on reading proficiency for these students. Limitations and directions for future research are discussed.

This research evaluates the theoretical and practical capabilities for design, development, and evaluation for a computer-based learning module for interpersonal communications. A Type One developmental study provides an asynchronous review module for a professional leadership training provider to follow up instructor-led training. The module consists of elearning review modules and animated simulations to practice the scenario-based skill practice. The literature review identifies that using online technologies as an instructional strategy offers specific advantages for summative learning strategies. In addition, studies find computer-based role-playing strategies can enhance the learning of interpersonal skills. The use of computer-based, asynchronous strategies build from the findings of four relevant studies: Weller and Blaireâ sâ (1977) use of computer-assisted judging and feedback; Schroeder's (1986) use of videodisc technology to effectively teach interpersonal skills; Kass, Burke, Blevis, and Williamson's (1993) Guided Social Simulation Model; and Holsbrink-Engel's (1997) use of computer-based role plays. One key finding from the various studies suggests that transfer of learning and skill application are dependent on post-instructional maintenance following the initial learning event. This review investigates the elements of learning interpersonal communications, the application of asynchronous strategies to achieve this learning, and effective post-instructional strategies that support comprehension and skill transfer. / Ph. D.