In order to develop an ecological theory of teaching, the classroom must be viewed as a sociological unit. The unit of interest was the teacher-student learning group. The basic question explored was: What is the relationship between human interactions and the physical and social contexts of the group? Teams of scholars met in seminars, each member bringing the concepts and perspectives of his respective dlscipline or area of inquiry. In this "bridging report" two researchers combine different approaches to contribute to an ecological theory of teaching. One brought to the study his "activity structures" perspective which considers the social-cognitive learning outcomes and behavioral patterns which accompany the structure of learning situations. The second emphasized the effects of the physical environment of the classroom on human behavior. (JD)