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Web End = Instr Sci (2015) 43:615641
DOI 10.1007/s11251-015-9351-z
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Web End = Janneke van de Pol1,2 Monique Volman1 Frans Oort1
Jos Beishuizen3
Received: 7 July 2013 / Accepted: 13 May 2015 / Published online: 5 June 2015 The Author(s) 2015. This article is published with open access at Springerlink.com
Abstract Teacher scaffolding, in which teachers support students adaptively or contingently, is assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the current experimental classroom study we investigated whether scaffolding affects students achievement, task effort, and appreciation of teacher support, when students work in small groups. We investigated both the effects of support quality (i.e., contingency) and the duration of the independent working time of the groups. Thirty social studies teachers of pre-vocational education and 768 students (age 1215) participated. All teachers taught a ve-lesson project on the European Union and the teachers in the scaffolding condition additionally took part in a scaffolding intervention. Low contingent support was more effective in promoting students achievement and task effort than high contingent support in situations where independent working time was low (i.e. help was frequent). In situations where independent working time was high (i.e., help was less frequent), high contingent support was more effective than low contingent support in fostering students achievement (when correcting for students task effort). In addition, higher levels of contingent support resulted in a higher appreciation of support. Scaffolding, thus, is not
& Janneke van de Pol [email protected]
Monique Volman [email protected]
Frans Oort [email protected]
Jos Beishuizen [email protected]
1 Department of Child Development and Education, Faculty of Social and Behavioural Sciences, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands
2 Department of Education, Faculty of Social Sciences, Utrecht University, PO Box 80.140,
3508 TC Utrecht, The Netherlands
3 Department of Research and Theory in Education, Faculty of Psychology and Education, VU University Amsterdam, De Boelelaan 1105, 1081 HV Amsterdam, The Netherlands
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Web End = The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effortand appreciation of support
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