The main objective of this study was to develop a category system to analyze or evaluate issue-centered classroom discussion (teaching-learning processes, cognitive and affective classroom interaction, verbal transactions (communication patterns), and, achievement of behavioral objectives). Behaviors investigated were: the extent of Michigan secondary school teachers (biology, english, and social studies) discussion of issues in the classroom; how and why certain teachers pay more systematic attention to issues than others; how students perceive issue-discussion, and the skills used in examining issues; and, what personality or school factors influence the nature of the discussion. The survey instruments used were the Michigan Social Issues Teacher and Student Questionnaires, Minnesota Student Attitude Inventory and the Harvard Social Issues Analysis Test-2. Classroom dialogue was observed and recorded to identify the range of verbal communications, logical and affective operations, and the socio-psychological environment of 17 classrooms. Data analysis is covered in chapters 2, 3, 6, and volumes 2 and 3 of this study. Chapters 4 and 5 traced the category system development, and, the methodological and substantive means for presenting and imterpreting data collected through system use. A related document is: SO 000 017. (SBE)