A study was conducted of the differences in the frequency of selected student-teacher interaction in differentiated staffs and in non-teamed schools. The interaction processes studied were synthesized from Erikson's four stages of childhood: student behaviors--information processing, choice-making, reflection, problem solving, and procedures or operations (student involvement in activities using prescribed instructions); teacher processes--diagnosis, prescriptions, and presentation. Ninety children (K-3) in non-teamed schools and ninety in staff differentiated schools were observed each school day for two weeks, and behaviors were categorized. The data revealed significant differences in pupil-teacher interaction between the two types of schools: (1) children in differentiated staff schools received more individual prescriptions and made more choices about their learning activities, while children in the non-teamed schools engaged more frequently in information processing with adults. The non-teamed schools appeared to be characterized by information processing and presentations--somewhat more controlling and/or group-oriented pupil-teacher activities. The differentiated staff schools appeared to be characterized by choice-making and prescription--complementary processes which enhance individual ego strengths. [Not available in hard copy due to marginal legibility of original document.] (KM)