Promoting teacher scaffolding in small-group work: A contingency perspective

By Janneke van de Pol, Monique Volman, Jos Beishuizen. 2012

90 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3b65e569c18e19adba98e7916215416ac161b705

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Janneke van de Pol
2. Monique Volman
3. J. Smit
4. Neil Mercer
5. F. Oort
6. Arthur Bakker
7. Jos Beishuizen
8. M. Veenman

In Information Systems and Management

1. Janneke van de Pol
2. Monique Volman
3. Neil Mercer
4. F. Oort

Citations in the corpus

• A conceptualisation of whole‐class scaffolding (2013, background): “Thirdly, promoting teachers’ scaffolding asks for explicitly focusing on diagnosing (Van de Pol et al., 2012).”
• Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018, background): “The importance of a teacher checking students’ understanding in the scaffolding process before walking away is underlined by previous research in which researchers and teachers together designed a professional development program aimed at promoting contingent teaching (Van de Pol et al., 2012).”
• Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, methodology): “Contingency control was assessed using the contingency framework of Van de Pol, Volman, and Beishuizen (2012), which is based on Wood et al. (1978).”