This study reports on work activities structures, student social cognitive understanding, and student participation as ecological perspectives from which to describe and analyze the teaching that took place in one elementary school. Detailed descriptions of the ecological features of 10 elementary school classrooms are presented, and an across-teacher analysis is made of the relationships among these features. Chapter 1 provides an introduction to this verification inquiry, part of a larger study, Ecological Perspectives for Successful Schooling Practice. The second chapter provides an overview and summary of the case studies, covering such areas as: (1) questions for the case study analysis; (2) across-teacher summary for the components of the three ecological perspectives; (3) findings for each of the case study questions; and (4) summary and conclusions about successful schooling. Chapter 3 discusses research methodology, including sample (10 teachers and their 219 students), data collection sources (classroom observation, teacher reports, teacher interviews, student interviews), and procedures (preparation of case studies, research phases, across-teacher analysis). Ten case studies, examining individual classrooms and their work activities and student response, are described in chapters 4-13. References, appendices containing classroom materials and classroom maps, and tables presenting study data are included. (CJ)