This final report presents a set of linked investigations of the effects of training teachers in effective classroom management practices in a series of school-based workshops. A previous study led to the development of descriptive models of effective management and instruction. These "models-in-use" provided interpretations of how what teachers do functions within the classroom context, and what occurs as a result in terms of instructional progression and the construction of social and academic structures. Sixteen teachers participated in the validation study and were randomly assigned to either experimental or control groups. Data were generated through a variety of classroom observation measures. A detailed description is provided of the series of planned comparisons organized in five separate, but tied, investigations. These investigations (1) substantiated and identified the effects of training workshops on teachers' classroom management practices; (2) examined relationships between classroom management and student achievement variables; (3) produced descriptive "models-in-use" of classroom management; (4) generated comparative data on differences between effective and less-effective teachers; and (5) made comparisons between the classroom management training model and the models-in-use demonstrated by both trained and untrained teachers. Appendices contain the instructor manual and the manual for the classroom mangement observation and conference model. (JD)