A second study of the effects of one year's training on 20 MA students in Confluent Education again showed significant increases in scores measuring Affective Bias, Personal Growth Orientation, and general humanistic Instructional Values; whereas similar measures of 20 MA students in Counseling Psychology did not and were scored significantly lower than the other group both before and after training.
References
1.
ShapiroS. B. (1985a) The development and validation of an instrument to measure student orientation to humanistic instructional values. Educational and Psychological Measurement, 45, 869–880.
2.
ShapiroS. B. (1985b) An empirical analysis of operating values in humanistic education. Journal of Humanistic Psychology, 25, 94–108.
3.
ShapiroS. B. (1985c) A factor-analytic comparison of experts and students on fifteen humanistic instructional values. (Unpublished manuscript, Univer. of California, Santa Barbara)
4.
ShapiroS. B. (1986) Survey of basic instructional values in humanistic education. Journal of Humanistic Education and Development, 24, 144–158.
5.
ShapiroS. B. (1987) The instructional values of humanistic educators: an expanded empirical analysis. Journal of Humanistic Education and Development, 25, 155–170.
6.
ShapiroS. B. (1995) The training effects of one academic year on the instructional values of MA students in Confluent Education and Counseling Psychology. Psychological Reports, 76, 225–226.
7.
ShapiroS. B. (in press) The UCSB Confluent Education program: its essence and demise. Journal of Humanistic Psychology.
