This document reports on an observation instrument and data obtained over 2 years as part of the national evaluation of project Follow Through. Data was collected from 70 kindergarten and first grade classrooms involved 7 different experimental programs and including 2 comparison (control) classrooms. The primary instrument used to measure teacher classroom management was organized around the concepts of the teacher's methods of control, the pupils' responses to these methods, and the emotional climate as represented by the expression of affect. Another instrument was used by observers to record teaching activities in terms of their agreement with practices espoused by Dewey. Data were submitted to factor analysis. Findings suggest that the teacher who feels pressure to give pupils greater freedom may minimize both structure and control by reacting to her own discomfort in ways that do not support pupil growth. It appears that greater degrees of direction and structure are associated with greater amounts of growth in the simple cognitive objective, but greater amounts of freedom and pupil self-direction are associated with more complex abstract kinds of growth. With these disadvantaged children, negative affect seems to have little impact, while positive affect is related to cognitive growth. (Author/AJ)