Scaffolding Strategies Research Articles

Unpacking Elementary Preservice Teachers’ Beliefs on Culturally and Linguistically Responsive Mathematics and Science Teaching for English Language Learners

With an increasing number of English Language Learners (ELLs), the landscape of public schools in the United States has been rapidly changing. However, ELLs’ academic performance is consistently lower than their native English-speaking peers’ and many in-service teachers feel ill-prepared to teach ELLs in a culturally and linguistically responsive way. This is especially true for mainstream teachers who teach STEM-related subjects. This study explores how pre-service elementary school teachers perceive culturally and linguistically responsive mathematics and science teaching practices for ELLs. A qualitative research design with interviews and constant comparative analysis was employed. Pre-service teachers’ lively voices that unpack their beliefs on the characteristics of culturally and linguistically responsive math and science teaching are illustrated around teachers’ scaffolding strategies, ELLs’ learning experiences, and environments. Suggestions for teacher educators, education scholars, and practitioners are provided to advance the discourse of how to better prepare teachers to teach mathematics and science to ELLs.

Understanding U.S. secondary computer science teachers’ challenges and needs

ABSTRACT Background and Context Based on issues arising around how to best prepare CS teachers and the constantly changing nature of the CS education content, curriculum, and instructional methods, it is crucial to examine the needs of secondary CS teachers. Objective The primary purpose of this study was to identify secondary computer science (CS) teachers’ needs and make recommendations for future CS education research and practices in the U.S. Method Using a mixed-method research design, the data were collected from Computer Science Teachers Association (CSTA)’s email listserv member discussions (n = 1,706 from 482 unique members), questionnaire responses from 222 secondary CS teachers, and semi-structured interviews with eight CS teachers in the US. Findings Updating curriculum resources was an important ongoing need for secondary CS teachers. Curriculum resources, materials to assess students learning, and embedding the principles of computational thinking into curriculum were reported as major needs for secondary teachers. Teachers also reported that they need to learn more about student-centered teaching strategies (e.g. problem-based learning and pair programming) and guide students’ learning using scaffolding and team-management strategies. The findings suggest that teachers perceived the need for administrators’, parents’, and other CS teachers’ support. Having an online community for teachers was critical to address their curricular and pedagogical needs. Furthermore, increasing student enrollment and interest in CS was critical for the future of CS education. Implications The findings of this research have implications for creating professional development plans and support that can address secondary CS teachers’ needs in the US.

Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning

Teacher scaffolding is crucial to promote students’ cooperative learning processes, but little is known about the cognitive attention underlying teachers’ scaffolding behavior. This study aims to investigate the scaffolding behavior teachers exhibit while intervening in students’ cooperative learning and to explore the relation between teachers’ scaffolding behavior and visual perception when applying supportive strategies. Four secondary teachers in China were studied during mathematics lessons using eye-tracking glasses complemented by an additional classroom camera with interviews. The results show that the teachers applied scaffolding strategies very often, followed by the usage of diagnostic strategies. Furthermore, they were more concerned about the cognitive aspects of students’ learning processes than the social aspects. The applied strategies were significantly related to fixation patterns during scaffolding. Detailed analysis suggests that (1) the teachers diagnosed students’ understanding mainly by observing the material with an attention or scan pattern; (2) during scaffolding processes, when applying a cognitive performance strategy, teachers paid attention to both the students and their material; (3) while regulating cognitive processes, most teachers scanned students’ material quickly; and (4) teachers generally focused more on materials to provide interaction-related help than on students’ facial expressions. Additionally, the study points out that teachers’ perception skills and behaviors during class activities may be influenced by the task being performed, teachers’ teaching experience, and their beliefs.

Instructional Scaffolding Strategies to Support the L2 Writing of EFL College Students in Kuwait

This classroom-based study investigated the most frequently employed instructional scaffolding strategies to support second language (L2) writing by three English as foreign language (EFL) college teachers in Kuwait. Thus, this study had two aims: (1) to investigate the most frequently-used scaffolding strategies for teaching writing that were employed by the participating EFL teachers, and (2) to survey the students’ perceptions of their teachers’ scaffolding strategies. Data collection methods included classroom observations, a survey, and six group interviews with the three teachers. Microsoft Excel software was used to analyze the numerical data from the survey. The observations and interviews produced the most frequently used strategies for instructional scaffolding in the EFL writing classroom. The grounded survey items were gleaned from the data of the observations and group interviews. The survey was distributed among the students to gain their perceptions of their teachers’ instructional scaffolding strategies. The findings revealed that the three EFL teachers frequently employed the two scaffolding strategies of rhetorical scaffolding and prior knowledge scaffolding. However, they utilized contextual scaffolding and language development scaffolding to a lesser extent in the writing classroom. Implications included the need to orient EFL teachers through training courses on scaffolding strategies and their optimal applications in the writing classroom.

An Analysis of The Scaffolding Process to Teach English for Young Learners in Elementary School

The fact that English served as the local content had given another challenge to the Elementary school students in learning English as a Foreign Language. Although, now, curriculum is in the transition into a freedom of learning Independent which English starts to be included as the subject to learn in first and fourth graders, students are still struggling in following the teaching and learning process of the subject. The right techniques must be selected and applied to help students achieve the learning goals. One promising technique to teach EYL is scaffolding. This study aimed (1) to reveal the Scaffolding process in teaching English and (2) to find out benefits of the scaffolding process in teaching English for Young Learners in one state Elementary School in Padangan, East Java. The participants were the English teacher and 15 students from fourth grade. This study applied mixed-method research. The instruments to obtain the data were observation, questionnaire, and interview. The research findings that the scaffolding process existed in the teaching and learning process of English in the elementary school. Several scaffolding strategies were applied in the teaching process of English subjects. The students’ responses towards the scaffolding reached a medium qualification which was 67%. Besides, the students’ responses on the benefits of scaffolding showed medium qualification which was 66%. Furthermore, it could be concluded that the scaffolding process were well implemented in the process of teaching English in Elementary school. Also, the existence has given positive responses to the students in learning English.

A Study of College English Writing Teaching Based on Dynamic Assessment

For a long time, college-level English writing teaching in China has relied mainly on summative tests, which provide a single and rigid evaluation criteria and limit students' all-around development of writing ability. However, with the current reform of college English teaching, the single assessment method cannot cater to the changing needs of the new teaching model, which emphasizes the cultivation of students' ability to use language. To address this issue, this paper proposes introducing the notion of dynamic assessment into English writing classes at the college level. Dynamic assessment emphasizes the assessment of the learning process and feedback of teaching information, which can lead to a comprehensive, scientific, and reasonable assessment system that plays a crucial role in realizing teaching objectives. Based on Vygotsky's sociocultural theory of mind, this paper presents scaffolding strategies for each stage of writing in college English writing teaching and learning. These strategies serve as a foundation for constructing a theoretical dynamic assessment model in Chinese non-English majors' writing classes. By introducing dynamic assessment into college English writing teaching, this paper aims to explore new methods that increase the efficiency of college English writing teaching and promote college students' English writing ability to adapt to the reform of new requirements for college English teaching.

EFFECTS OF SCAFFOLDING STRATEGIES INSTRUCTION ON EFL STUDENTS’ WRITING ACHIEVEMENT AND PERCEPTIONS

This quasi-experimental study examined the effects of scaffolding strategies instruction on students writing achievement and perceptions in an Ethiopian EFL setting. From the total of 9 sections in Grade 10, two were randomly identified as comparison and experimental groups. 48 students participated in each group, and data were collected through pre-post writing tests and follow-up questionnaires. Results from paired samples t-test revealed that the treatment had a significant impact on improving students’ writing achievement in each aspect of writing except for mechanics, as indicated by p=.001, pα, at α=0.05 for each aspect of writing except for mechanics, use that had p=.-307, pα. The findings implied that the treatment enabled experimental group participants to improve each aspect of writing skills except mechanics use. Analysis of the questionnaire data further demonstrated that the experimental group participants had positive perceptions towards the value of the scaffolding strategies instruction for improving their writing skills.

EEG Correlates of Distractions and Hesitations in Human–Robot Interaction: A LabLinking Pilot Study

In this paper, we investigate the effect of distractions and hesitations as a scaffolding strategy. Recent research points to the potential beneficial effects of a speaker’s hesitations on the listeners’ comprehension of utterances, although results from studies on this issue indicate that humans do not make strategic use of them. The role of hesitations and their communicative function in human-human interaction is a much-discussed topic in current research. To better understand the underlying cognitive processes, we developed a human–robot interaction (HRI) setup that allows the measurement of the electroencephalogram (EEG) signals of a human participant while interacting with a robot. We thereby address the research question of whether we find effects on single-trial EEG based on the distraction and the corresponding robot’s hesitation scaffolding strategy. To carry out the experiments, we leverage our LabLinking method, which enables interdisciplinary joint research between remote labs. This study could not have been conducted without LabLinking, as the two involved labs needed to combine their individual expertise and equipment to achieve the goal together. The results of our study indicate that the EEG correlates in the distracted condition are different from the baseline condition without distractions. Furthermore, we could differentiate the EEG correlates of distraction with and without a hesitation scaffolding strategy. This proof-of-concept study shows that LabLinking makes it possible to conduct collaborative HRI studies in remote laboratories and lays the first foundation for more in-depth research into robotic scaffolding strategies.

초등영어 CLIL 수업을 위한 비계 지원 전략

Objectives This study aims to find out what scaffolding types are for input reinforcement in CLIL (Content and language Integrate Instruction, CLIL) for elementary English learners and explore specific methods and strategies for scaffolding support. Derived from the study By applying the scaffolding strategy described in this study to elementary science content integration classes, an appropriate scaffolding strategy is presented.
 Methods For the purpose of the method study, the concept of scaffolding, the definition of scaffolding, and the categories and types of scaffolding were established by analyzing the literature on the concept of scaffolding and CLIL studies at home and abroad. In order to develop a list of detailed strategies for scaffolding, the strategy lists from previous studies were cross-occupied and sub-strategies that fit the functions and characteristics of the upper strategy were placed.
 Results The CLIL scaffolding strategy was largely divided into four scaffolding supporters: teachers, fellow learners, textbooks, and technology, and instructional, affective, and cognitive weights. For each emptying strategy, a list of scaffolding strategies that can be applied to actual CLIL classes was identified. In addition, the scaffolding strategy was applied by taking the CLIL class, the science content of the 3rd grade of elementary school, as an example.
 Conclusions The scaffolding strategy derived from this study is a fixed scaffolding strategy that teachers can plan in advance, and it is also necessary to study a responsive scaffolding strategy that actively supports according to the response and level of students during sign language. In addition, scaffolding strategies centered on teacher support are common, but with the development of the digital technology environment, scaffolding support that develops learners' self-directed learning ability should also be established. The language use strategy for the class operating language of the CLIL class is also necessary for the scaffolding support strategy, and follow-up research on this is required.

Osteochondral Interface: Regenerative Engineering and Challenges.

Osteochondral (OC) defects are debilitating for patients and represent a significant clinical problem for orthopedic surgeons as well as regenerative engineers due to their potential complications, which are likely to lead to osteoarthritis and related diseases. If they remain untreated or are treated suboptimally, OC lesions are known to impact the articular cartilage and the transition from cartilage to bone, that is, the cartilage-bone interface. An important component of the OC interface, that is, a selectively permeable membrane, the tidemark, still remains unaddressed in more than 90% of the published research in the past decade. This review focuses on the structure, composition, and function of the OC interface, regenerative engineering attempts with different scaffolding strategies and challenges ahead of us in recapitulating the native OC interface. There are different schools of thought regarding the structure of the native OC interface: stratified and graded. The former assumes the cartilage-to-bone interface to be hierarchically divided into distinct yet continuous zones of uncalcified cartilage-calcified cartilage-subchondral bone. The latter assumes the interface is continuously graded, that is, formed by an infinite number of layers. The cellular composition of the interface, either in respective layers or continuously changing in a graded manner, is chondrocytes, hypertrophic chondrocytes, and osteoblasts as moved from cartilage to bone. Functionally, the interface is assumed to play a role in enabling a smooth transition of loads exerted on the cartilage surface to the bone underneath. Regenerative engineering involves, first, a characterization of the native OC interface in terms of the composition, structure, and function, and, then, proposes the appropriate biomaterials, cells, and biomolecules either alone or in combination to eventually form a structure that mimics and functionally behaves similar to the native interface. The major challenge regarding regeneration of the OC interface appears to lie, in addition to others, in the formation of tidemark, which is a thin membrane separating the OC interface into two distinct zones: the avascular OC interface and the vascular OC interface. There is a significant amount of literature on regenerative approaches to the OC interface; however, only a small portion of them consider the importance of tidemark. Therefore, this review aims at highlighting the significance of the structural organization of the components of the OC interface and increasing the awareness of the orthopedics community regarding the importance of tidemark formation after clinical interventions or regenerative engineering attempts.

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

AbstractBackgroundMobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.ObjectivesThis study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education.MethodsA structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied.Results and ConclusionsUse of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use.ImplicationsMobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.

대학 기초글쓰기 교과목의 PBL 적용 수업 사례 및 효과 탐색

Objectives This study aims to explore the effectiveness of PBL on basic writing courses in college with an introduction to a case study of PBL writing classes as an alternative to improve creative problem-solving ability with writing skills.
 Methods For 243 university students in Gyenggi-do, PBL classes were operated for 7 weeks out of 15 weeks of basis writing courses non-face-to-face and face-to-face in the 2nd semester of 2021 and the 1st semester of 2022, respectively. With the detailed report of the class cases that carried out the two projects, the students' reflection journals, self-evaluation and peer evaluation, and the survey on the effectiveness of PBL classes, including the final lecture evaluation, were analyzed quantitatively and qualitatively.
 Results As a result, almost all the students reported that they became to have a positive attitude toward writing through empirical learning by establishing an intimate cooperative relationship, recognizing problems to be solved in the context of their lives, and deriving solutions by connecting theory and practice while working on the projects. They also showed very high satisfaction with the PBL classes.
 Conclusions As an alternative to lecture-style classes that can make students familiar with passive learning participation, PBL classes need to be highly considered because PBL is key to creating an organic learning community that fosters problem-solving and communication skills, which can be attained through various scaffolding strategies and multimedia tools that promote self-directed learning, communication, and collaboration.

Virtual Field Trips in K-12 Classroom Teaching: A Systematic Review

This systematic review examines the pedagogical gap of how VFTs are adopted and integrated in K-12 classroom teaching and learning. Specifically, it focuses on the grade levels and subject areas, learning outcomes and pedagogical activities involved VFTs at elementary and secondary levels. The results of this review show the current usage of VFTs occurs more often in science and history-related classes for secondary students, mainly due to VFTs' affordances in offering access to unreachable exploration, visualization of complex concepts, and time change observation. It also reveals that the implementation of VFTs can lead to positive cognitive and affective learning gains when a variety of carefully designed pedagogical activities are used, among which scaffolding and procedural strategies are highlighted. The results also demonstrated that high levels of peer-to-peer interaction coincide with high levels of teacher-to-student interaction, however, high teacher-to-student interaction may not necessarily lead to high peer-to-peer interaction, indicating that need to design specific activities to promote student interaction among themselves. Thus, future research and practice may explore how VFTs can be used to enhance higher order thinking skills, such as analysis and synthesis, and teachers are to be empowered in the processes of VFT creation and adoption.

Standards for Scaffolding in Health Sciences Programmes: A Delphi Consensus Study.

Health sciences programmes operate in complex, unpredictable contexts, underscoring the need for comprehensive scaffolding of the learning processes. Yet, the scaffolding approaches remain fragmented, and lack a shared approach to how programmes could integrate scaffolding across the curricula. The literature argues that standards result in the comprehensive implementation of educational practices. There are no reported standards related to scaffolding practices in these programmes. To develop standards for scaffolding in health sciences programmes utilising a consensus approach through a modified Delphi Technique. Following the recommendations on Conducting and REporting of DElphi Studies (CREDES), an online modified Delphi technique was applied. Evidence on the application of scaffolding in health sciences programmes, obtained through an integrative review, was synthesised to draft standards. Using purposive and snowball sampling, an international panel from diverse geographical and professional backgrounds refined and validated the standards. Descriptive statistics was utilised to analyse demographic data and consensus agreements to include standards and criteria. Qualitative analysis of textual comments ensured the synthesis and inclusion of critical divergent views and additions. A total of 22 experts from around the globe agreed to participate in the study and one did not complete Delphi surveys. Most experts (n = 18) held a PhD; and an average of 19 years of teaching in health sciences programmes. Four standards and 27 criteria were included after achieving consensus during the two Delphi surveys rounds. The included standards focused on four areas: structuring and sequencing educational activities, resources/tools for scaffolding, structuring the programme and instructional strategies to support learning. The principle-based standards developed in this study could direct and support scaffolding practices in health sciences programmes. The standards' emphases on macro-, meso- and micro-scaffolding present numerous opportunities for designing and applying contextually sensitive scaffolding strategies at every level of curriculum implementation.

Bringing Up Moral Literacy in Primary School Students through the Use of Image Reflection Methods

The increasing moral degradation in Indonesia makes moral education is in high needs. This research is a qualitative research that seeks to find scaffolding strategies applied by teachers in fostering moral literacy among children through the use of image reflection media and finding narratives that are built from children's reflections. Ten elementary school students in Central Java, Indonesia were involved in this study. In collecting data, researchers used semi-structured interviews and observations to strengthen research data. As for analyzing the data, this study uses thematic analysis. Although it has several shortcomings, the research subjects show positive response regarding the use of the image reflection method as an effort to foster moral literacy in early childhood. This method is expected to be an alternative measure in moral teaching, especially at the elementary age level
 
 
 
 

Strategies for Word Order Variation Repair between English and Tshivenda at a Rural University

Competence in rules for arranging appropriate word order in sentences avoids ambiguity and misinterpretation in communication. Nevertheless, non-native English speakers experience difficulties in word order due to variations between English and Tshivenda. This paper examined strategies for word order variation repair between the two languages. A qualitative research approach was adopted to obtain an in-depth understanding of the use of word order in written essays. An action research method was utilised as it is a critical classroom-based inquiry for identifying and improving the teaching and learning of a particular grammatical aspect. Data were collected from 15 purposefully selected Module 1141 English Communication Skills students at the University of Venda, South Africa. A pilot study was conducted on the use of word order by 10 students who were not part of the study group but shared similar characteristics with them. After utilising discourse critical analysis, it was revealed that learners experienced difficulties regarding declarative, interrogative and negative sentences. However, after employing scaffolding strategies, the students' performance was preternatural because the lowest challenge was misformation, with only 8%, while misordering had 11%. Therefore, scaffolding strategies are recommended in teaching and learning English word order.

EFL instructors’ scaffolding strategies use in writing classrooms: The case of Wollega University

Second language acquisition is facilitated when teachers provide the necessary assistance for the learners through the process of scaffolding. The study aimed at identifying the scaffolding strategies EFL instructors use in writing classrooms at Wollega University. Six EFL teachers were video recorded while teaching writing to first-year students in Communicative English Skills II. The video-recorded data were transcribed and analyzed using Open code project software. Interview data were also used to strengthen the teachers’ classroom activities. The data from the interview were analyzed through narration according to specific themes. The result indicates that the instructors use scaffolding strategies like a questioning, explanation, inviting learners, repeating students’ utterances, praising learners, giving instruction, recasting, directing students’ thinking, giving feedback, use of L1, and others. Contrary to the use of scaffolding strategies, the misuse of the strategies has to be given attention to enhance its usage. Keywords: Interaction; scaffolding; strategies; writing.

The effect of scaffolding programming games and attitudes towards programming on the development of Computational Thinking

Teaching and learning Computational Thinking (CT) is at the forefront of educational interest. In the process of teaching and learning CT, learning strategies and tools play an important role. Efforts have been made to apply several learning strategies for teaching Computational Thinking. Among them, game-based learning and scaffolding are widely adopted. However, more research is needed on how the absence and presence of scaffolding strategies in programming games could affect students' cognitive CT learning gains. This study aims to investigate the effect of scaffolding programming games on the development of middle school students’ CT. In addition, herein we aim to explore the effect of students’ programming attitudes in their CT development. To this end, students were introduced to CT under two distinct experimental conditions: a scaffolding version of a programming game and a non-scaffolding version of the same game. Results report statistically significant differences between the pre- and post-intervention CT scores for all students and statistically significant improvement in learning outcomes in favor of the scaffolding group. In addition, the study hypothesized that attitudes towards programming would have an impact on students’ CT. Although this hypothesis has not been confirmed, the results suggest that students who have a less positive attitude towards programming could particularly benefit from scaffolding aspects in programming games.

Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension

Promoting English as a foreign language (EFL) students’ reading comprehension, improving their reading motivation, and reducing their anxiety have always been the focus of EFL researchers. Educational board games have gradually received attention from educators. Various studies have found that board game-based teaching can improve students’ learning performance, motivation, and classroom engagement, and contribute to increasing discussion. However, there are few discussions on board games in the field of EFL, so further discussion is necessary to fill the research gap of board games in EFL reading comprehension. This study developed a dual-hierarchical scaffolding board game activity framework integrating game-based learning (GBL) and scaffolding strategies, and used card board games as teaching materials to promote EFL students’ reading comprehension. The game activity framework provides a scaffolded language learning environment with dual-hierarchy concepts to support students in building successful reading strategies. Moreover, the verbal and visual representations are displayed together on the cards game component. Game mechanics can help students to link verbal and image information. On the other hand, this framework emphasizes allowing students to first use the group discussion and collaborative reading mode to conduct self-directed and game-based learning activities with the dual-hierarchy scaffolding strategy. Then the teacher guides the students to use the concepts learned in the game activities to analyse and read the text so that they can understand the text content. A quasi-experimental design was conducted in a high school English reading course to evaluate the effectiveness of the proposed framework. The experimental results showed that the proposed framework not only significantly promoted the EFL students’ reading comprehension and learning motivation and decreased their learning anxiety, but also helped them maintain a high level of learning motivation in the process of the activities. It is expected that the proposed structure can lead to better EFL teaching practices.

Team ground rules: Their nature and functions

Teams are complex relational systems. Effective team functioning depends on members willingness to coordinate and work together. Ground rules play a fundamental but frequently ignored role in this process. We define ground rules as the mutual agreements informally established by members to regulate team functioning. These agreements may subsequently be rendered formal or explicit. The nature and functions of ground rules (including as social-normative tools for handling paradoxes) are discussed, as well as the forms/types they assume. Rules for setting ground rules, as well as the role team leaders may play in facilitating the emergence of effective ground rules are also considered. • Ground rules are the mutual agreements informally established by members of a team to regulate team functioning • Ground rules pervade team functioning, however, given their often implicit nature, they have not received much research attention. • The phrase “ground rules” was initially introduced for describing rules agreed upon by teams for playing a game of baseball within a specific grounds or venue. • Ground rules help teams navigate paradoxes, serving as scaffolding strategies for handling contradictions.