TO TEST THE RELATIVE EFFECTIVENESS OF 3 TRAINING PROCEDURES FOR ACQUIRING A TEACHING SKILL, EACH APPLYING REINFORCEMENT PRINCIPLES, STANFORD TEACHER INTERNS WERE VIDEOTAPED ON 4 OCCASIONS DURING THE FIRST 20 MINUTES OF CLASS. EACH INTERN SAW A VIDEOTAPE PLAYBACK WITHIN 3 DAYS (NEW LESSONS WERE VIDEOTAPED WITHIN 2 DAYS AFTER PLAYBACK). REINFORCEMENT TRAINING WAS THE VARIABLE, WITH THE PREDICTED ORDER OF EFFECTIVENESS GOING FROM SELF-ADMINISTERED FEEDBACK TO EXPERIMENTER-ADMINISTERED FEEDBACK, TO EXPERIMENTER ADMINISTERED FEEDBACK WITH CUE DISCRIMINATION TRAINING. A CONTROL GROUP AND THE FOLLOWING 3 EXPERIMENTAL GROUPS FORMED WERE--(1) SELF-FEEDBACK GROUP (S-F) INSTRUCTED IN THE EDUCATIONAL RELEVANCE OF INCREASING STUDENT PARTICIPATION, DEFINED IN TERMS OF PUPIL PARTICIPATION RESPONSES (PPR), WITH EMPHASIS ON IMMEDIATE REWARD OF PPR'S (PLAYBACKS VIEWED ALONE, EXAMPLES AND A RATING CHART PROVIDED), (2) REINFORCEMENT-ONLY GROUP (R) RECEIVED THE SAME INSTRUCTIONS AS S-F (VIEWED PLAYBACKS WITH AN EXPERIMENTER, WHO REINFORCED INTERNS' REINFORCEMENT OF PPR'S), (3) REINFORCEMENT AND DISCRIMINATION TRAINING GROUP (R AND D) RECEIVED THE SAME INSTRUCTIONS AS S-F (EXPERIMENTER SERVED THE SAME FUNCTION AS FOR R AND ALSO GAVE DISCRIMINATION TRAINING INCLUDING CUES, SUGGESTIONS, AND POSSIBLE EFFECTS). RESULTS WERE ANALYZED BY ANALYSIS OF VARIANCE, T TESTS AND MULTIPLE REGRESSION ANALYSIS. PREDICTIONS WERE BORNE OUT. SUGGESTIONS FOR FUTURE STUDIES AND FOR IMPROVEMENT OF SELF-FEEDBACK ARE INCLUDED. (AF)