Scaffolding in Teacher–Student Interaction: A Decade of Research

By Janneke van de Pol, Monique Volman, Jos Beishuizen. 2010

1,580 citations recorded by the source corpus.

Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/86e5f9daf9ced08fbdcee7e12184a797edca7db0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “This implies a transfer from an externally regulated form of learning to a co-regulated form finally moving toward students’ selfregulated forms of learning (van de Pol et al., 2010; van Beek et al., 2014).”
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2018, background): “In a review, Van de Pol et al. (2010) defined scaffolding as support that is characterized by adaptivity or contingency of support, fading of support over time, and transferring of the responsibility for learning or a task to the student.”
A conceptualisation of whole‐class scaffolding (2013, background): “In a review study focusing on face-to-face interactions, Van de Pol et al. (2010) distinguished three scaffolding key characteristics: contingency (also referred to as responsiveness); fading; and transfer of responsibility (also referred to as handover to independence).”
Zone of Proximal Development, Scaffolding and Teaching Practice (2020, background): “…is a truly active participant in their joint action (and not only the authors of the term of T a b l e 2 Analysis of scaffolding strategies (Van de Pol et al, 2010) Scaffolding goals Support for metacognitive performance of students Support for cognitive activity of students Support for student…”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “This subject has gone largely untouched as scaffolding research has been concentrated on either literacy (cf. the review by Van de Pol et al., 2010) or math and science (HmeloSilver, Duncan, & Chinn, 2007; Puntambekar & Kolodner, 2005; Smit, van Eerde, & Bakker, in press; Tabak, 2004).”
Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, methodology): “The concept of scaffolding (e.g., van de Pol et al., 2010) has been extensively examined in science education research (e.g., Davis & Miyake, 2004; Reiser, 2004).”