This final report presents and discusses a model for an ethnographic study of a K-12 public educational system. To develop the model the author investigated the structure and process of a small, rural educational system. The purpose of the research was the refinement of educational anthropology observation methods and classroom sampling procedures. The model suggests the use of two classroom observation strategies: (1) cross-sectional observation which defines, describes, and provides an empirical base for conceptualizing and explaining the interrelationships of single units such as classrooms and grade levels; and (2) longitudinal observation which defines, describes, and explains activities and events occurring over time within a single unit. The model also suggests a narrative qualitative method by which the nature of schooling can be more accurately described and presented. For example, the data can be reported in a narrative format communicating a sense of and prosaic feeling for what it's like to "go through" American public schooling. Both behavioral and analytic notes should be presented side by side. Excerpts from the elementary school data collected by the author illustrate this presentation format. The report concludes with a section that summarizes the research project activities and reviews pending research tasks. (RM)