Three studies of schools during their first year of voluntary desegregation focused on classroom dynamics and inter-ethnic socialization occurring inside and outside the classroom. The initial study, an exploratory field investigation of four classrooms, involved 600 hours of observation and collaboration with teachers and principals through interviews and audiotapes. A validation study was conducted the following year in a similar school using similar research techniques. This report summarizes the validity study findings and compares them with those of the first study. Chapter I is an introduction. Chapter II describes the background of the desegregation process in the school districts. Brief sketches of the teachers in the study and descriptions of the schools are presented in chapter III. Chapter IV presents summaries of the findings, including instructional practices, classroom management, moral socialization, socioemotional development, efforts to encourage social integration, and administrative issues. Chapter V compares the findings of the exploratory study and the validation study. Findings from a third study, "The Responsive Follow-Up Investigations" are presented in chapter VI. Chapter VII describes the features of a staff development delivery model for inservice training in multi-ethnic schools. The final chapter, chapter VIII, offers policy implications and conclusions from the study. (JD)