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Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction

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Title: Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction
Language: English
Authors: van de Pol, Janneke, Mercer, Neil (ORCID 0000-0002-6829-8072), Volman, Monique
Source: Journal of the Learning Sciences. 2019 28(2):206-239.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 34
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 8
Junior High Schools
Middle Schools
Descriptors: Scaffolding (Teaching Technique), Student Attitudes, Small Group Instruction, Group Dynamics, Teacher Student Relationship, Secondary School Teachers, Secondary School Students, Social Studies, Academic Achievement, Peer Relationship, Grade 8, Foreign Countries
Geographic Terms: European Union, Netherlands
DOI: 10.1080/10508406.2018.1522258
ISSN: 1050-8406
Abstract: Providing contingent or adaptive support (i.e., scaffolding) is effective. Yet it is unclear how it promotes students' learning. In this mixed-methods study, we investigated to what extent the effect of contingent support for students' learning is mediated by the extent to which students take up teachers' support in subsequent small-group work. We define contingent support as support that contains adapted levels of teacher control or regulation based on the learner's level of understanding. To explore the research question, we analyzed all interactions from 35 lessons of 7 secondary social studies teachers and 7 small groups of students. Logistic multilevel mediation analyses showed that the likelihood of students formulating accurate answers during small-group work was higher when students applied the teacher's support in subsequent small-group work (as opposed to ignoring that support). However, the contingency of a teacher's support did not affect students' uptake or the accuracy of their answers. Additional qualitative analyses showed that students' uptake of contingent support was sometimes hampered by untimely fading of the support. Moreover, we found that contingent support that was then gradually faded was the most effective in fostering students' uptake of a teacher's support.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1214416
Database: ERIC
FullText Text:
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  Data: Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction
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  Data: <searchLink fieldCode="AR" term="%22van+de+Pol%2C+Janneke%22">van de Pol, Janneke</searchLink><br /><searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6829-8072">0000-0002-6829-8072</externalLink>)<br /><searchLink fieldCode="AR" term="%22Volman%2C+Monique%22">Volman, Monique</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+Learning+Sciences%22"><i>Journal of the Learning Sciences</i></searchLink>. 2019 28(2):206-239.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 34
– Name: DatePubCY
  Label: Publication Date
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22European+Union%22">European Union</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 10.1080/10508406.2018.1522258
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  Data: 1050-8406
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Providing contingent or adaptive support (i.e., scaffolding) is effective. Yet it is unclear how it promotes students' learning. In this mixed-methods study, we investigated to what extent the effect of contingent support for students' learning is mediated by the extent to which students take up teachers' support in subsequent small-group work. We define contingent support as support that contains adapted levels of teacher control or regulation based on the learner's level of understanding. To explore the research question, we analyzed all interactions from 35 lessons of 7 secondary social studies teachers and 7 small groups of students. Logistic multilevel mediation analyses showed that the likelihood of students formulating accurate answers during small-group work was higher when students applied the teacher's support in subsequent small-group work (as opposed to ignoring that support). However, the contingency of a teacher's support did not affect students' uptake or the accuracy of their answers. Additional qualitative analyses showed that students' uptake of contingent support was sometimes hampered by untimely fading of the support. Moreover, we found that contingent support that was then gradually faded was the most effective in fostering students' uptake of a teacher's support.
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  Data: 2019
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  Label: Accession Number
  Group: ID
  Data: EJ1214416
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1214416
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        Value: 10.1080/10508406.2018.1522258
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      – Text: English
    PhysicalDescription:
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        PageCount: 34
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      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Small Group Instruction
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      – SubjectFull: Group Dynamics
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Social Studies
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Grade 8
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      – SubjectFull: Foreign Countries
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      – SubjectFull: European Union
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      – SubjectFull: Netherlands
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      – TitleFull: Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction
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