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Scaffolding Collective Engagement by Debra K. Meyer & Dennis Smithenry - 2014While 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. View Full Text in PDF Format| This article originally appeared as NSSE Yearbook Vol 113, No. 1. |
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- Debra Meyer
Elmhurst College
E-mail Author
DEBRA MEYER is a professor of education at Elmhurst College. Her research
interests include instructional characteristics of classroom contexts
that support student engagement and motivation, as well as teacher motivation
and emotion. Recent publications include: “Classroom Instructional
Context” (in press) in E. Anderman & J. Hattie (Eds.), International
Handbook of Student Achievement, Routledge Publishers, and “Entering the
Emotional Practices of Teaching” (2009) in P. A. Schutz & M. Zembylas
(Eds.), Advances in Teacher Emotion Research: The Impact on Teachers’ Lives,
Springer Publications.
- Dennis Smithenry
Elmhurst College
E-mail Author
Dennis Smithenry is an associate professor of education at Elmhurst
College. He examines how to transform the typical science classroom into
one in which the students and their teacher participate in a community
of scientific practice. He is particularly interested in understanding how
teachers can design and enact participant structures in the classroom so
that their students take on more authority for working together as a whole
class to collectively solve teacher-posed problems. Recent coauthored
publications include: “Collaboratively Exploring the Use of a Video Case-
Based Book as a Professional Development Tool” (in press), Journal of
Science Education and Technology, and Whole-Class Inquiry: Creating Student-Centered Science Communities (2009), NSTA Press.
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