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ERIC Number: EJ1152611
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-4681
EISSN: N/A
Scaffolding Collective Engagement
Meyer, Debra K.; Smithenry, Dennis
Teachers College Record, v116 n13 p124-145 2014
While recognizing that instructional scaffolding in a whole-class context can engage students' learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse practices provide for co-participation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement. [This article originally appeared as NSSE Yearbook Vol. 113, No. 1.]
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A