Scaffolding Collective Engagement


by Debra K. Meyer & Dennis Smithenry — 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 coparticipation 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.


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This article originally appeared as NSSE Yearbook Vol 113, No. 1.


Cite This Article as: Teachers College Record Volume 116 Number 13, 2014, p. 124-145
http://www.tcrecord.org ID Number: 18321, Date Accessed: 10/20/2017 3:14:04 AM

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