Patterns of contingent teaching in teacher–student interaction

Pol, Janneke van de; Volman, Monique; Beishuizen, J.J.

doi:10.1016/j.learninstruc.2009.10.004

Cited by 108 publications

(57 citation statements)

References 18 publications

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“…First, the scaffolding intervention seemed to have promoted teachers' degree of contingent support; this intervention could thus facilitate future scaffolding research. Although scaffolding appeals to teachers' imagination (Saban et al 2007), it is not something most teachers naturally do (Van de Pol et al 2011). Therefore, finding effective ways of promoting teachers' scaffolding is crucial in order to be able to study effects of scaffolding.…”

Section: Discussionmentioning

confidence: 99%

“…1st author) and always on the same day as the observation of the project lesson. In the theoretical session, the first author and the teachers: (a) discussed scaffolding theory and the steps of contingent teaching (Van de Pol et al 2011), i.e., diagnostic strategies (step 1), checking the diagnosis (step 2), intervention strategies, (step 3), and checking students' learning (step 4), (b) watched and analysed video examples of scaffolding, and (c) discussed and prepared the project lessons. In the subsequent four project lessons, the teachers implemented the steps of contingent teaching cumulatively.…”

Section: Scaffolding Intervention Programmementioning

confidence: 99%

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The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

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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 12-15) participated. All teachers taught a five-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 123Instr Sci (2015) 43:615-641 DOI 10.1007/s11251-015-9351-z unequivocally effective; its effectiveness depends, among other things, on the independent working time of the groups and students' task effort. The present study is one of the first experimental study on scaffolding in an authentic classroom context, including factors that appear to matter in such an authentic context.

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Section: Discussionmentioning

confidence: 99%

Section: Scaffolding Intervention Programmementioning

confidence: 99%

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

et al. 2015

Self Cite

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“…Consequently, the findings indicate that a diagnostic phase made up of either Step 1 or of both Steps 1-2 is common practice in the tutoring sessions. However, other studies have found the use of diagnostic strategies to be scarce (van de Pol et al, 2011). This difference may be motivated by the expected or defined structure of the one-to-one tutoring sessions in the context researched here.…”

Section: Discussionmentioning

confidence: 87%

Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

Martín¹

2018

Profile: Issues Teach. Prof. Dev.

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This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

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“…It would be articulated at several levels while acknowledging the fact that education is not the accomplishment of a previously limited and content-oriented script, which justifies it, but a process of internal reconstruction with external help, with the objective of attaining individual self-sufficiency. Some studies place this process within the framework of local intervention by a teacher or classmate, leaving aside the general framework and in terms of direct instruction (see an example of this in van de Pol, Volman, and Beishuizen 2011). In this way, we need to re-conceptualise what we understand by support, and ask ourselves about the helping mechanisms the teacher can employ to create a zone of proximal development that allows students to make progress both in learning the concepts and using the language.…”

Section: Classroom Approachesmentioning

confidence: 99%

Towards a rationale for research into grammar teaching in schools

Vicens

Camps

2013

Research Papers in Education

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This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their metalinguistic activity shown in their language use?; and finally, (3) Which approach is most suitable for students to be able to develop their own knowledge, with emphasis on the role of interaction in the classroom? The article concludes with ten key points which provide a basic outline for progressing in grammar teaching research.

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Patterns of contingent teaching in teacher–student interaction

Cited by 108 publications

References 18 publications

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support

Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

Towards a rationale for research into grammar teaching in schools

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