The long traditions of pedagogical theory provide a basis for defining certain approaches and their contribution to outcomes. The ability to describe teaching and its impacts accurately has advanced through large-scale studies of teaching, including video studies and international surveys (e.g. Vieluf et al., This is supported by a rich variety of other research which highlights the importance of both the social and emotional conditions created by interaction with teachers and peers, and the cognitive demand of tasks (National Research Council, 2003).