Better Learning Through Structured Teaching : A Framework for the Gradual Release of Responsibility

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A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, background): “Although several instructional models hypothesize practice with peers to be an important step in the gradual release of responsibility from teacher to student (e.g., Fisher & Frey, 2013; Pearson & Gallagher, 1983), we could not demonstrate a moderating effect of collaborative activities.”
Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016, background): “Students accept responsibility for their own learning and direct this learning through the cognitive processes to the academic spectrum, and finally implement it in their workplaces without the necessary guidance of the teachers (Fisher & Frey, 2008).”
THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS (2012, methodology): “…learning, such as independent learning centers where students can explore concepts related to the subject according to their interests, engagement activities like writing prompts, and student-teacher conferences or progress reports can be used for formative assessment (Fisher & Frey, 2008).”