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

Teaching and Teacher Education

Volumn 28, Issue 2, 2012, Pages 193-205

  Van de Pol, Janneke ^a   Volman, Monique ^a   Beishuizen, Jos ^b  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

^b VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

Contingency; Contingent teaching; Diagnostic strategies; Professional development; Scaffolding; Small group work

Indexed keywords

EID: 83555173398     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2011.09.009     Document Type: Article

References (60)

1. Avalos B. Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education 2011, 27:10-20. 10.1016/j.tate.2010.08.007.
2. Azevedo R., Hadwin A.F. Scaffolding self-regulated learning and metacognition - implications for the design of computer-based scaffolds. Instructional Science 2005, 33:367-379. 10.1007/s11251-005-1273-8.
3. Bennett R.E. Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice 2011, 18:5-25. 10.1080/0969594X.2010.513678.
4. Black P., Wiliam D. Inside the black box: raising standards through classroom assessment. Phi Delta Kappan 1998, 80:139-144.
5. Bliss J., Askew M., Macrae S. Effective teaching and learning: scaffolding revisited. Oxford Review of Education 1996, 22:37-61.
6. Borko H., Jacobs J., Eiteljorg E., Pittman M.E. Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education 2008, 24:417-436. 10.1016/j.tate.2006.11.012.
7. Borko H., Jacobs J., Koellner K. Contemporary approaches to teacher professional development. International encyclopedia of education 2010, Vol. 7:548-555. Elsevier Scientific Publishers, Oxford. 3rd ed. E. Baker, B. McGaw, P. Peterson (Eds.).
8. Advances in research on teaching: Using video in teacher education 2004, Elsevier, Oxford, UK. J. Brophy (Ed.).
9. Cazden C. Peekaboo as an instructional model: Discourse development at home and at school 1979, Stanford University Department of Linguistics, Palo Alto.
10. Chiu M.M. Adapting teacher interventions to student needs during cooperative learning: how to improve student problem solving and time on-task. American Educational Research Journal 2004, 41:365-399.
11. Cohen J. A coefficient of agreement for nominal scales. Educational and Psychological Measurement 1960, 20:37-46.
12. Preparing teachers for a changing world: What teachers should learn and be able to do 2005, Wiley, San Francisco. L. Darling-Hammond, J. Bransford (Eds.).
13. Elbers E., Hajer M., Jonkers M., Koole T., Prenger J. Instructional dialogues: participation in dyadic interactions in multicultural classrooms. Interaction in two multicultural mathematics classrooms: Mechanisms of inclusion and exclusion 2008, 141-172. Aksant, Amsterdam. J. Deen, M. Hajer, T. Koole (Eds.).
14. Guskey T., Sparks D. Exploring the relationship between staff development and improvements in student learning. Journal of Staff Development 1996, 19:36-44.
15. Jacobs V.R., Lamb L.L.C., Phillip A. Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education 2010, 41:169-202.
16. Jadallah M., Anderson R.C., Nguyen-Jahiel K., Miller B.W., Kim I.H., Kuo L.J., et al. Influence of a teacher's scaffolding moves during child-led small-group discussions. American Educational Research Journal 2011, 48:194-230. 10.3102/0002831210371498.
17. Kao C., Wu Y., Tsai C. Elementary school teachers' motivation toward web-based professional development, and the relationship with internet self-efficacy and belief about web-based learning. Teaching and Teacher Education 2011, 27:406-415.
18. Landis J.R., Koch G.G. The measurement of observer agreement for categorical data. Biometrics 1977, 33:159-174.
19. Leat D. Thinking through geography 1998, Chris Kington Publishing, Cambridge.
20. Lockhorst D., Wubbels T., Van Oers B. Educational dialogues and the fostering of pupils' independence: the practices of two teachers. Journal of Curriculum Studies 2010, 42:99-121.
21. Loucks-Horsley S., Matsumoto C. Research on professional development for teachers of mathematics and science: the state of the scene. School Science and Mathematics 1999, 99:258-271. 10.1111/j.1949-8594.1999.tb17484.x.
22. Lumpe A.T., Haney J.J., Czerniak C.M. Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching 2000, 37:275-292.
23. Mason J. Researching your own practice: The discipline of noticing 2002, Routledge-Falmer, London.
24. Mathijsen, I. (2006). Teachers' cognitions and actions. Doctoral dissertation, Utrecht University, The Netherlands.
25. McNeill K.L., Lizotte D.J., Krajcik J., Marx R.W. Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences 2006, 15:153-191.
26. Mercer N., Littleton K. Dialogue and the development of children's thinking. A sociocultural approach 2007, Routledge, New York.
27. Mercer N., Wegerif R., Dawes L. Children's talk and the development of reasoning in the classroom. British Educational Research Journal 1999, 25:95-111.
28. Miles M.B., Huberman A.M. Qualitative data analysis 1994, Sage Publications, Thousand Oaks, CA. 2nd ed.
29. Monitor Onderbouw Monitor Onderbouw 2006: Bewegen volgens plan 2006, Drukkerij Van Gorcum, Zwolle, The Netherlands.
30. Myhill D., Warren P. Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review 2005, 57:55-69. 10.1080/0013191042000274187.
31. Oh P.S. Discursive roles of the teacher during class sessions for students presenting their science investigations. International Journal of Science Education 2005, 27:1825-1851. 10.1080/09500690500239714.
32. Palincsar A.S. Keeping the metaphor of scaffolding fresh - a response to C. Addison Stone's " the metaphor of scaffolding: its utility for the field of learning disabilities". Journal of Learning Disabilities 1998, 31:370-373.
33. Rice D.C., Ryan J.M., Samson S.M. Using concept maps to assess student learning in the science classroom: must different methods compete? Journal of Research in Science Teaching 1998, 35:1103-1127.
34. Roehler L.R., Cantlon D.J. Scaffolding: a powerful tool in social constructivist classrooms. Scaffolding student learning: Instructional approaches and issues 1997, 6-42. Brookline Books, Cambridge. K. Hogan, M. Pressley (Eds.).
35. Ruiz-Primo M.A., Furtak E.M. Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry. Journal of Research in Science Teaching 2007, 44:57-84. 10.1002/tea.20163.
36. Ruiz-Primo M.A., Schultz S.E., Li M., Shavelson R.J. Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching 2001, 38:260-278.
37. Saban A., Kocbeker B.N., Saban A. Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction 2007, 17:123-139. 10.1016/j.learninstruc.2007.01.003.
38. Santagata R. Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education 2009, 60:38-51. 10.1177/0022487108328485.
39. Santagata R., Angelici G. Studying the impact of the lesson analysis framework on preservice teachers' abilities to reflect on videos of classroom teaching. Journal of Teacher Education 2010, 61:339-349. 10.1177/0022487110369555.
40. Seidel T., Stürmer K., Blomberg G., Kobarg M., Schwindt K. Teacher learning from analysis of videotaped classroom situations: does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education 2011, 27:259-267. 10.1016/j.tate.2010.08.009.
41. Seymour J.R., Osana H.P. Reciprocal teaching procedures and principles: two teachers' developing understanding. Teaching and Teacher Education 2003, 19:325-344. 10.1016/S0742-051X(03)00018-0.
42. Shepard L.A. Linking formative assessment to scaffolding. Educational Leadership 2005, 63:66-70.
43. Sherin M.G., Han S.Y. Teacher learning in the context of a video club. Teaching and Teacher Education 2004, 20:163-183. 10.1016/j.tate.2003.08.001.
44. Stone C.A. The metaphor of scaffolding: its utility for the field of learning disabilities. Journal of Learning Disabilities 1998, 31:344-364.
45. Tabak I. Synergy: a complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences 2004, 13:305-335.
46. Tharp R.G., Gallimore R. Rousing minds to life: Teaching, learning, and schooling in social context 1988, Cambridge University Press, Cambridge, UK.
47. Timperley H. Teacher professional learning and development: Best evidence synthesis iteration (BES) 2007, Ministry of Education, Wellington, New Zealand.
48. Van de Pol J., Volman M., Beishuizen J. Scaffolding in teacher-student interaction: a decade of Research. Educational Psychology Review 2010, 22:271-297. 10.1007/s10648-010-9127-6.
49. Van de Pol J., Volman M., Beishuizen J. Patterns of contingent teaching in teacher-student interaction. Learning and Instruction 2011, 21:46-57. 10.1016/j.learninstruc.2009.10.004.
50. Van Es E.A. A framework for learning to notice student thinking. Mathematics teacher noticing: Seeing through teachers' eyes 2010, 134-151. Routledge, New York. M.G. Sherin, V. Jacobs, R. Phillip (Eds.).
51. Van Es E.A., Sherin M.G. Learning to notice: scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education 2002, 10:571-596.
52. Van Es E.A., Sherin M.G. Mathematics teachers' " learning to notice" in the context of a video club. Teaching and Teacher Education 2008, 24:244-276. 10.1016/j.tate.2006.11.005.
53. Van Es E.A., Sherin M.G. The influence of video clubs on teachers' thinking and practice. Journal of Mathematics Teacher Education 2010, 13:155-176. 10.1007/s10857-009-9130-3.
54. Van Veen K., Zwart R., Meirink J., Verloop N. Professionele ontwikkeling van leraren 2010, ICLON/Expertisecentrum Leren van Docenten, Retrieved from. http://www.lerenvandocenten.nl/files/review_professionele_ontw_leraren_0.pdf.
55. Vygotsky L.S. Mind in society - The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA. M. Cole, V. John-Steiner, S. Scribner, E. Souberman (Eds.).
56. Webb N.M. The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology 2009, 79:1-28. 10.1348/000709908X380772.
57. Webb N.M., Nemer K.M., Ing M. Small-group reflections: parallels between teacher discourse and student behavior in peer-directed groups. Journal of the Learning Sciences 2006, 15:63-119. 10.1207/s15327809jls1501_8.
58. Wood D., Bruner J.S., Ross G. Role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Allied Disciplines 1976, 17:89-100.
59. Wood D., Wood H., Middleton D. An experimental evaluation of four face-to-face teaching strategies. International Journal of Behavioral Development 1978, 1:131-147.
60. Zhang M., Lundeberg M., Koehler M.J., Eberhardt J. Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education 2011, 27:454-462. 10.1016/j.tate.2010.09.015.