The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding

By Iris Tabak, Eric T. Baumgartner. 2004

198 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/0b1e6b70f0452581e4129e2927b432f7b82d1d1f

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “Though most studies focused on subject-matter learning, some studies focused on other matters such as engagement (Lutz, Guthrie, & Davis, 2006) or identity formation (Tabak & Baumgartner 2004).”
Dialogic Activity Structures for Project-Based Learning Environments (2004, background): “E-mail: polman@umsl.edu that gap along with related studies of educational practice informed by social constructivism (e.g., Cornelius & Herrenkohl, 2004/this issue; Herrenkohl & Guerra, 1998; Kolodner & Gray, 2003; Polman & Pea, 2001; Tabak & Baumgartner, 2004/this issue; Wegerif & Mercer, 2000).”
Power in the Classroom: How the Classroom Environment Shapes Students' Relationships With Each Other and With Concepts (2004, background): “First, researchers look at the nature of the participant structures in terms of the social changes and related discursive practices (Palincsar & Brown, 1984; Polman & Pea, 2001; Tabak & Baumgartner, 2004/this issue).”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, background): “Data indicate increasingly effective procedures, mirrored in students’ knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting”
Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms (2012, background): “For example, academically productive science talk is more likely in classrooms where there are strong, positive norms for supporting claims with evidence (Tabak and Baumgartner 2004).”
Distributed Scaffolding: Scaffolding Students in Classroom Environments (2021, background): “This does not allow for the fine-tuned, sensitive, personalized exchange that occurs in one-on-one or small-group scaffolding (Puntambekar & Kolodner, 2005; Rogoff, 1990; Tabak, 2004).”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “(Sismondo, 2004) Many researchers have also claimed that argument is foundational to science learning as well (Berland, 2011; Bricker & Bell, 2008; Cohen & Ball, 2001; Osborne et al., 2004; Tabak & Baumgartner, 2004).”
Relational Equity as a Design Tool Within Making and Tinkering Activities (2016, background): “…environments, we explore the ways in which particular types of youth–adult relationships have the power to trouble the traditionally asymmetrical power relations of intergenerational learning environments (Halpern, 2005; Kafai, Desai, Peppler, Chiu, & Moya, 2008; Tabak & Baumgartner, 2004).”
“Noticing” as an Alternative Transfer of Learning Process (2012, background): “In science education, the construct nature of mathematical activity could easily become the nature of scientific activity by using existing research on the participatory roles of students and teachers in normed practices in science classrooms to examine the particular practices that contribute t”
Framing for scientific argumentation (2012, background): “In addition, the progression of pronouns from ‘‘you’’ to ‘‘we’’ to ‘‘I’’ marked the shift implicitly (Tabak & Baumgartner, 2004).”