Peer reviewed
Direct linkERIC Number: EJ1220339
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: N/A
Thirty-Five Years of the Gradual Release of Responsibility: Scaffolding toward Complex and Responsive Teaching
Webb, Sandra; Massey, Dixie; Goggans, Melinda; Flajole, Kelly
Reading Teacher, v73 n1 p75-83 Jul-Aug 2019
It has been more than 35 years since Pearson and Gallagher's landmark study on the gradual release of responsibility. How has this instructional practice endured the test of time? In this article, the authors revisit the history of the gradual release of responsibility, explore current practices and challenges for educators, and provide implications for contemporary classrooms.
Descriptors: Scaffolding (Teaching Technique), Educational Practices, Classroom Techniques, Educational History, Teacher Responsibility, Student Responsibility, Teaching Methods
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
