A study applied and evaluated an inservice model for teacher education based on Alderian techniques. Subjects were 24 elementary school teachers, in a southwestern metropolitan city, who volunteered for an inservice program. Teachers in this experimental group were matched to teachers in a comparison group on the basis of age range, sex, experience range, and school grade levels taught. Study treatment consisted of seven weekly meetings, each one and one half hours in length. During these meetings the model was presented in three phases: (1) theoretical and conceptual aspects, specific topics including "school and society" and "understanding human behavior"; (2) cognitive application, specific topics including "goals of child rearing and education" and "democratic techniques of classroom management"; and (3) utilization and practical application of the knowledge acquired, including the presentation of eight different methods of classroom management. Analyses of the pre-test data indicated that the experimental group and the control group were comparable. In pre-post analysis the teachers in the experimental group showed significantly greater gains in knowledge, understanding, and application of the Alderian Inservice Model, and greater positive change in their perception of selected students' behavior, than did the teachers in the comparison group. (Author/JMK)