ABSTRACT
Many mechanisms that support effective instructional processes are the same as those for effective peer and self-supervision, and hence the same as those for class management. At the core is a process of interpersonal relations characterized by mutual, ideally cooperative teaching and learning. The complex interaction of levels of teacher-student relations generates various spheres of instruction. Therefore, the first half of this chapter concentrates on social forms, including a general discussion of instruction, feedback and evaluation, and authority and control mechanisms in the two classrooms. Overall instructional patterns over time, rather than detailed analyses of minute-by-minute verbal and behavioral instruction, formed the focal point of this study. An in-depth content and instructional analysis is not possible for this book even though the data exist, but other researchers have detailed studies of specific subject matter instruction, most notably science and math (Fujioka, 1995; Lawson, 1999; Lewis, 2002; Lewis & Tsuchida, 1997, 1998; Linn, 2000; Ma, 1999; Mayer et al., 1995; Stevenson & Stigler, 1992; Stigler, Fernandez, & Yoshida, 1998; Stigler & Perry, 1988).
