Scaffolding in Teacher–Student Interaction¶
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22(3), 271-296.
Cited by¶
1 citation across 1 artifact.
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Primes¶
- Cognitive Offloading
- The scaffold-then-fade pattern from instructional design ports to employee onboarding, where runbooks and senior pairing are explicit scaffolds with intended fading.
This sourceReviews scaffolding research and identifies fading (gradual withdrawal of support) and transfer of responsibility as defining features — the scaffold-then-fade lifecycle that offloading instantiates.
Supported in partVerified against the work's full text
Establishes fading as a defining feature of classroom scaffolding; it does not cover employee onboarding, runbooks or senior pairing.
“The second common characteristic is fading or the gradual withdrawal of the scaffolding.”
- The scaffold-then-fade pattern from instructional design ports to employee onboarding, where runbooks and senior pairing are explicit scaffolds with intended fading.
Verification¶
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