THE OBJECTIVE WAS TO DETERMINE HOW A PARTICULAR CLASSROOM BEHAVIOR WOULD APPEAR WHEN IT WAS VIEWED FROM FOUR EVALUATIVE FRAMEWORKS--DEVELOPMENTAL, MENTAL HEALTH, SUBSTANTIVE LEARNING, AND GROUP PROCESS. THE FIRST STAGE WAS DEVOTED TO THE DEVELOPMENT OF FOUR SCHEDULES FOR USE IN SIMULTANEOUS OBSERVATION OF THE SAME SAMPLE OF CLASSROOM BEHAVIOR. IN STAGE TWO REPRESENTATIVES FROM EDUCATION, PSYCHIATRY, PSYCHOLOGY, AND SOCIOLOGY MET TO CLARIFY THE POSITIONS TO BE STUDIED. IN THE THIRD STAGE, GRADUATE STUDENTS WERE TRAINED IN OBSERVATIONAL TECHNIQUES AND COLLECTED OBSERVATIONAL DATA IN ELEMENTARY AND SECONDARY SCHOOL CLASSROOMS. DURING STAGE FOUR AN ANALYSIS OF THESE DATA WAS MADE AND THE OBSERVATIONAL SCHEDULES WERE REWORKED FOR UTILIZATION IN STAGE FIVE, WHICH WAS A DUPLICATION OF STAGE THREE. THE FINAL STAGE CONSISTED OF AN ANALYSIS OF THE NEW DATA AND PREPARATION OF THE FINAL REPORT. THE FIRST PUPIL QUESTIONNAIRES WERE ENCOURAGING IN MANY WAYS. IT WAS OF SOME SURPRISE THAT INDEXES COULD SPAN THE GRADE LEVELS ATTEMPTED IN THIS STUDY AS WELL AS THEY APPEAR TO HAVE DONE. THE DETAILED STATISTICAL ANALYSIS OF THE PUPIL RESPONSES WAS SUCH AN EXTENSIVE MATTER THAT IT WAS REFERRED TO AS AN AREA UNDER INDEPENDENT STUDY. OVERALL, WITH THE EXCEPTION OF THE DEVELOPMENTAL STAGE, WHICH WAS MORE DIFFICULT TO INSTRUMENT, IT APPEARS THAT THESE EVALUATIVE FRAMEWORKS ARE IMPORTANT ONES AND ONES ON WHICH USEFUL PUPIL DATA CAN BE OBTAINED. (JL)