Teacher Scaffolding Research Articles

저성취 고등학생의 이차함수 학습 지원을 위한 비계설정 사례 연구

In this study, we identified a mathematics teacher’s scaffolding strategies to support a low-achieving high school students’ quadratic function learning and explored the characteristics of scaffolding used by the teacher from analytic and affective perspectives. From analytic perspective, the characteristics of scaffolding used by the teacher are as follows. First, direction setting and demonstration were used together as the main strategies of analytic scaffolding in early interactions. Second, the direction setting strategy was used to support the development of procedural fluency related to quadratic function learning. Third, by providing feedback in response to the learner's mathematical errors, the learner was able to detect his errors and correct wrong knowledge structures, and for this purpose, various affective scaffolding strategies were used together. From affective perspective, the characteristics of scaffolding used by the teacher are as follows. First, recruitment strategies were continuously used to promote the participation of the low-achieving student in mathematics learning. Second, frustration control strategies were used to minimize potential frustrations experienced by the low-achieving student. Third, it responded to the learner's partial success experience and provided social reinforcement such as recognition and praise along with feedback. As a result of learning process analysis and task-based interview conducted to find out the effect of teacher scaffolding on quadratic function learning of low-achieving student, it was confirmed that some knowledge related to quadratic function were handed over in scaffolding. From the results of the study, implications related to scaffolding for low-achieving students were discussed, and follow-up studies were proposed.

Mapping Children’s Actions in the Scaffolding Process Using Interactive Whiteboard

This study aims to examine children’s actions in relation to the preschool teacher’s scaffolding action in a context where an interactive whiteboard (IWB) is used. Over five months, 22 children aged between 4 and 6 years old, along with their five preschool teachers, were video observed. The study of these teaching moments has provided a rich seam of evidence that details the ways children act in relation to their teacher’s scaffolding. The results show that children manifest 12 distinct actions including: Giving short responses, Approaching the IWB to engage in the teaching activities; Explaining, Experimenting; Smiling and laughing; Pointing and showing; Working together; Challenging each other; Solving a problem; Using language in meaningful contexts; Expressing emotions; and Comparing the similarities and differences. By mapping children’s actions in the scaffolding process, which are often undermined or ignored in the existing research, the findings of this study have expanded and deepened our understanding of the scaffolding process and the notion of scaffolding itself. The findings, further, exemplify how just providing support can contribute to early childhood education, since early interventions, such as the ways preschool teachers scaffold children’s actions, are particularly crucial for children’s learning and development.

Analysis of the Effects of Teachers’ Scaffolding on Project-Based Learning of BS-English Students of University of Sindh, Jamshoro, Sindh, Pakistan

The present study investigates the effects of scaffolding on project-based learning (PjBL) of BS-English students at the University of Sindh. The objectives of the study were to disclose students' behaviour and the impacts of scaffolding during project work. This study adopts the mixed research methods under the explanatory research design to obtain the answers to the research questions. This study used questionnaires and reflection accounts for data collection. The statistical packages for social sciences (IBM SPSS Statistics version 23) were used for questionnaire data analysis and reflection accounts' data were analysed through content analysis. Considering data analysis distinct major themes emerged that were associated with the benefits and challenges of scaffolding and PjBL. Moreover, in the Pakistani context rarely teachers and students are familiar with modern ELT methods and their implementation is quite challenging. It is therefore recommended that mainly in PjBL teachers focused on the outcomes of the project but it is important to consider whether students acquire various skills during project work which is also the integral aim of PjBL. Hence, teacher's scaffolding is not confined to the completion and outcomes of the project but the teacher must observe whether the student develops the language and soft skills during project work.

DORIT: An analytical model for computational empowerment in K-9 education

This paper presents and explores an analytical, research-based model for computational empowerment in K-9 education. The model, entitled DORIT (“Do your Own Research In Technology”), contributes to Child–Computer Interaction research by providing scaffolding for teachers to create teaching activities emphasising a critical inquiry approach to computational empowerment. We present the DORIT model, its research base and report from a study where 18 in-service teachers took part in codesigning and testing lesson plans based on the model for grades 1, 6, 7 and 9. The lesson plans serve as proof-of-concept demonstrations of how the DORIT model can scaffold teaching activities. We further analyse how the teachers used the model in practice, and report from post-interviews with the teachers regarding their experiences with the model. We conclude the paper by discussing the potentials and challenges of the DORIT model to support computational empowerment in future CCI research.

Examining the relation between adult scaffolding of make-believe play and children’s executive functions: an observational study conducted in a natural educational setting

ABSTRACT This study aims to bridge a gap between Vygotsky’s seminal framework on the importance of make-believe play and adult scaffolding in children’s cognitive development (e.g. executive function [EFs]) and research in cognitive neuroscience. Kindergarten children (N = 160) and teachers (N = 12) took part in the study. EFs skills and make-believe play (Child and Teacher dimensions; e.g. adult’ level of scaffolding) were assessed through observation with the Executive Functions Observation Tool and the Mature Play Observation Tool. Results from stepwise polynomial regressions and mediation analysis showed a significant mediating effect of the context on the curvilinear relationship between teacher scaffolding of play and the child’s level of EFs. These results show the importance of observing each child and the context in which they learn and play to understand their EFs. Observation of EFs manifestations could allow for better planning of intentional interventions to support the child’s skills in accordance with their developmental needs.

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.

Scaffolding children’s participation during teacher–child interaction in second language classrooms

ABSTRACT This study investigates the nature of teacher–child interaction and teacher scaffolding in Finnish second language (L2) classrooms. Although previous research on classroom interaction has highlighted the importance of scaffolding in language learning, much less is known about the importance of scaffolding for younger children's L2 learning. Utilising a sociocultural approach, this study aims to fill this gap. The data were collected from seven pre-primary/early primary L2 classrooms, with four teachers and 205 children through video recording (56 h) and observational field notes. The interaction analysis focused on the communicative functions of teacher–child interaction, teacher and student initiations, and teachers’ scaffolding children's participation during whole-class and small-group sessions. The results show how teacher–child interaction during small-group sessions supported the children’s active participation in L2 interaction and learning. The results also suggest how changing from teacher-centred modes of classroom interaction to child-centred and playful interaction is challenging and requires strong teacher professionalism.

Improving Chinese EFL learners’ engagement in online classes: the role of teacher scaffolding and teacher respect

ABSTRACT Given the fact that learner engagement is a prerequisite for effective online education, identifying and comprehending the factors that enhance learners’ engagement in online classes seems necessary. To address this need, several studies have been conducted to identify the predictors of learner engagement in online classrooms. Nevertheless, factors enhancing learners’ engagement in online EFL classes have scarcely been explored. The present investigation sought to address this gap by looking into the role of teacher scaffolding and respect in improving Chinese learners’ engagement in online EFL classes. To this end, three valid measures of the constructs were virtually distributed among 356 Chinese learners. The correlation tests revealed close, direct connections between teacher scaffolding, teacher respect, and learner engagement. Moreover, multiple regression analysis uncovered the significant role of teacher scaffolding and teacher respect in improving Chinese EFL learners’ engagement. Taken together, both teacher scaffolding and teacher respect were identified as being considerably influential in English learners’ engagement in online classes. The insightful implications of the outcomes are finally mentioned.

Teachers scaffold student discourse and emotions in knowledge building classrooms

ABSTRACT The way teachers support students’ Knowledge Building discourse may influence their subsequent discourse moves and emotions. However, in previous research on Knowledge Building, teacher scaffolding was rarely scrutinized, especially in offline Knowledge Building discourse; neither was how the support is associated with students’ discourse moves or emotions. This study addressed these issues by examining how two teachers scaffolded the offline Knowledge Building discourse of a class of students from grade 2 to grade 3 and the associations between teacher scaffolding and students’ discourse moves and emotions. Through discourse analysis, we identified a few patterns of teaching scaffolding for Knowledge Building, including giving instructions, asking for elaboration, revoicing, asking for explanations, inviting different ideas, and inviting new directions. Using correlation analyses, we found positive correlations between teacher asking for explanations and students providing partial or elaborated explanations. Teacher inviting new directions was positively correlated with students’ questions. There was a negative correlation between teacher asking for elaboration and student curiosity. This study has implications for how teacher support can be designed to foster desired student discourse moves and emotions.

PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION

What does it mean to be inquiry-based and to explore literature in a teaching context? Based on phenomenological and pragmatic traditions, this theory-developing article is based on a perception of literature as an aesthetic exploration of existence, in that the aesthetic design is used to express and articulate ways of sensing, understanding, approaching, existing in, and exploring the world (Ingarden, 1931; Richard, 1964; Poulet, 1969). Therefore, exploring literature has a dual character in an inquiry-based approach to teaching literature. It becomes a pedagogical design for exploration of the aesthetic and existential exploration embedded in literature. This article offers a framework for a phenomenological-hermeneutic inquiry-based approach to literature education substantiated by empirical research (Elf et al., 2017) and elaborated in dialogue with cognitive and socio-cognitive studies (Zwann, 1993; Olson & Land, 2007; McCarthy, 2015). The focal point is a model for scaffolding teachers’ and students' analysis and interpretation of literary texts in order to practice a dialogical and exploratory approach in the classroom. This model will be conceived as theory-driven and empirically derived, as it has been tested in a large-scale RCT-study with positive statistically significant effects on students' competencies to interpret aesthetic texts (N = 86 schools, 265 classes, 5531 students).

Embedding teacher scaffolding in a mobile technology supported collaborative learning environment in English reading class: students' learning outcomes, engagement, and attitudes

Embedding teacher scaffolding in a mobile technology supported collaborative learning environment in English reading class: students' learning outcomes, engagement, and attitudes

Embedding teacher scaffolding in a mobile technology supported collaborative learning environment in English reading class: students' learning outcomes, engagement, and attitudes

Embedding teacher scaffolding in a mobile technology supported collaborative learning environment in English reading class: students' learning outcomes, engagement, and attitudes

A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App

A Case Study of EFL Teacher Scaffolding of an ASD Learner’s Shared Reading with a Storybook App

Scaffolded extensive reading: A concept drawn from two EFL reading programmes

Myriad studies have been conducted to test the benefits of extensive reading (ER) on second language (L2) acquisition, while limited research has addressed or sought solutions to the unpopularity of ER in L2 classrooms, especially in secondary teaching contexts. With the aim of exploring both teachers’ and students’ perceptions and practice of ER, this study reports on two reading programmes carried out in Chinese secondary schools with variations in educational development, teacher training opportunities, and students’ overall competence. Data were collected from a student questionnaire survey ( n = 86), two interviews with teacher participants ( n = 2), and one interview with student participants ( n = 9), teachers’ reflective journals, and various documents related to the reading programmes. Thematic analysis was adopted to analyse the qualitative data. A key finding of this study is that teachers’ scaffolding played a significant role in ER implementation. Without adequate teacher scaffolding, one reading programme only lasted for approximately two months. Based on the findings, scaffolded extensive reading (SER) is put forward and elucidated with its essential features. To provide some practical guidance for the implementation of SER in L2 classrooms, a three-stage model encompassing instructed ER, collaborative ER, and independent ER is presented and explicated to inform teachers in similar contexts.

The Impact of Multimodal Communication on Learners’ Experience in a Synchronous Online Environment: A Mixed-Methods Study

During the COVID-19 pandemic, from early 2020 onwards, the adoption of synchronous online learning increased rapidly. It offers students a unique learning experience, utilizing communication modes from both in-person and asynchronous online classes. This mixed-methods study examined the impact of modes of communication (visual, bodily behaviors, spoken language, and written language) found in synchronous online contexts on students’ learning experiences from the perspective of social presence and teaching presence, as well as their satisfaction with synchronous online learning experience. An online survey was distributed first to collect quantitative data. The survey results indicated that four different modes influenced students’ communication to a different extent, with written and spoken language being the most effective modes of online communication. These modes were also significantly positively correlated with social presence, teaching presence, and student satisfaction; however, only spoken language was a significant predictor of student satisfaction. In the qualitative phase, semi-structured interviews were conducted to examine students’ perceptions of how multimodality affects social presence, teaching presence, and satisfaction with online learning. This led to five major themes and highlighted how multiple modes of communication supports social presence, thereby helping teachers scaffold students. In addition, the online learning context impacts type of instruction, and the reduced distance between teachers and students improves teaching presence; however, the students felt a lack of affective belonging in their online classes. This study also provided implications for course instructors and designers to help them effectively adopt different modes in synchronous online environments and promote social and teaching presence.

Using Body Maps to Understand Elementary Teacher Candidates’ Embodied Understanding of Care Related to Intersectional Marginalization during the COVID-19 Pandemic

ABSTRACT Teacher educators need to thoroughly understand of teacher candidates’ (TCs) experiences during the COVID-19 pandemic, in order to support TCs’ development and practice of care in the post-pandemic era. Here, I examine how TCs identified body discourses, and examine how those TCs understood and enacted critically oriented caring practices during the pandemic in online asynchronous courses in the Southeastern U.S. I used body mapping as a pedagogical tool for TCs to identify, critically reflect on, and respond to body discourses that emerged during the COVID-19 pandemic in their process of understanding and enacting caring practices. I find that TCs conceptualized their care toward students, families, and colleagues in three overlapping yet distinct ways: (a) care as a motherly presence; (b) care as relational work; and (c) care as the promotion of critical consciousness. This study contributes to current teacher education scholarship by showing that a deeper understanding of TC’s embodied experiences is critical for supporting TCs’ understanding and practice of care. In addition, this work highlights how body mapping activities can be used in practice, in order to scaffold teachers’ critically oriented care work.

Prioritizing Purposeful and Playful Language Learning in Pre‐K

AbstractUsing play to meet specific learning goals in pre‐k can be challenging. In this article, we discuss why play is an essential activity for pre‐k learning. We share some research on the importance of supporting unconstrained, trifecta skills like oral language in the context of child‐centered, playful activities. We explain the importance of teacher scaffolding during play to meet specific language learning goals. Finally, we give practical strategies for planning and implementing play activities that will make a difference for children's language growth.

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

Technology-enhanced learning solutions carry the potential for transforming teacher learning and the delivery of professional development activities. This article proposes that the tools that professionals use in their practice can be considered an important mediator for professional learning. We carried out three design experiments, the results of which were used to formulate the conceptual design of a digital learning ecosystem for fostering teachers’ professional learning, which is operationalized through different phases, namely competency-based planning of professional development, designing pedagogical practices, enactment of student-centered learning enriched with technology, and reflection upon own practice to plan comprehensively for competency-based professional development.

Preparing teacher candidates for bilingual practices: toward a multilingual stance in mainstream teacher education

ABSTRACT Teacher preparation programs throughout the United States have begun to include issues of second language teaching and learning in their curriculum in an effort to better prepare their teacher candidates to meet the needs of the increasingly linguistically and culturally diverse student population in K-12 schools. In this article, we argue for the importance of including the development of a multilingual stance in these efforts, which is mainstream teacher candidates’ willingness and ability to engage in bi/multilingual practices. The article first reviews recent efforts that shows the importance of using students’ full linguistic repertoire in teaching bilingual learners across classroom settings, including mainstream classrooms. It then provides a synthesis of practices in teacher education that aim to scaffold teacher candidates’ development of a multilingual stance. We conclude with suggestions for further research and implications for teacher preparation.

Scaffolded extensive reading: a case study of an extensive reading programme in China

ABSTRACT With the aim of investigating effective approaches to extensive reading (ER) implementation, this study examines a reading programme carried out in an EFL classroom in China. Data were collected from two interviews with the teacher participant, teacher’s reflective journal, student survey (n = 59), student focus group interview (n = 5) and various documents related to the reading programme. Findings of the study indicate that teacher scaffolding, embodied in the roles of motivator, strategy guide and monitor, is essential for students’ sustained pleasure reading. In light of this, scaffolded extensive reading (SER) is put forward to denote a student-centred and teacher-facilitated reading approach.