Det finns en rik internationell litteratur om kamrateffekter och samman- sättningseffekter eller kontextuella effekter i skolundervisning. Trots detta är antalet studier som undersöker mekanismerna bakom kamrateffekterna mindre (Rutter & Maughan, 2002). Förhoppningsvis kan föreliggande studie ses som ett värdefullt bidrag till den framtida forskningen, eftersom den visar att ramfaktorteorin kan användas för att finna och förklara kamrateffekter i skolundervisning.
Studien har visat att undersökningar av kamrateffekter inte kan bortse från elevsammansättningens betydelse för undervisningens genomförande. Klassers elevsammansättning, betraktat som vilken undervisningstid klassen givet sina förkunskaper behöver för att lära sig en viss sak, både styr och begränsar vad läraren kan göra i undervisningen. Lärarens undervisning är i så måtto beroende av elevsammansättningen i den klass som densamme har att undervisa.
Två viktiga medskick lämnas för framtida forskning. Det ena är att specificera och fastställa om och hur elevsammansättningen också påverkar det stoff som undervisningen kan behandla under en viss undervisningssekvens, i enlighet med vad ramfaktorteorin förutsäger. Detta har föreliggande studie vare sig kunnat bekräfta eller vederlägga. Med mer specifika mått gällande undervisningens innehåll, nivån på detsamma och uppgifter om hur mycket undervisningstid som spenderats på olika delar skulle ramfaktorteorins predikativa förmåga på förekomsten av kamrateffekter åter kunna prövas fullt ut.
Det andra gäller att också studera dessa fenomen med andra metoder och annan data. Det är först när du står inför en grupp elever i kött och blod, med verklig nyfikenhet, specifika frågor, naturliga hormoner och känslosvallande konflikter som klassrummets dynamik visar sitt sanna jag. Det är undervisning!
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