This study sought to demonstrate how an interactive model can be used as a "semiotic" tool to reconcile contrasting views of the role of the college professor. The study used concepts of group dynamics to study classroom leadership, climate, and expectations and a social-psychological perspective was used to analyze group interaction patterns as they were phenomonologically described. The study used a case study approach employing descriptive statistics. Subjects were 22 graduate students enrolled in an Introduction to Education Administration course. In Phase 1, they were trained as participant observers, given a course syllabus with objectives, a list of students, forms for recording their classroom responses, and a time sheet to record how many hours they studied each week. In Phase 2, data from tools distributed to the subjects were collected and tabulated weekly for 10 weeks. In Phase 3, the data were analyzed. Findings showed that a research and teaching strategy could be used to reconcile the polarity which exists when professors at higher education institutions see a conflict between the dual roles they are expected to perform--as teachers and researchers. (Contains 25 references.) (JB)