ABSTRACT
The purpose of this article is to present a social-psychological aspect of a comprehensive educational model (Dahllöf 1971, Lundgren 1972). The main idea is to explain the teaching process in terms of rules governed by frames. The frames can be classified on various levels. I will here just allude to two groups of frames; the organizational frames (class size, composition of class according to ability etc.) and the time frame (time at disposal). The main assumptions of relevance for the discussion to come are:
The teaching process is defined as a system of transformations following a set of rules.
The rules are functional expressions of the organizational frames and the time frame.
The relevance or meaning of the actions that constitute the transformations are understandable in relation to the intentions of the actors and thereby in relation to the goals set up for the teaching.
