Read complete books and articles on: Scaffolding

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14 of the Best Books and Articles on: Scaffolding

as selected by Questia librarians

1.

Children's Development within Social Context: Research and Methodology (Chap. 2 "Scaffolding and Self-Scaffolding: Central Aspects of Development") » Read Now
by Lucien T. Winegar, Jaan Valsiner. 292 pgs.

Collections: Education, Psychology, Entire Library
2.

The Inner World of Teaching: Exploring Assumptions Which Promote Change and Development (Chap. 8 "Theme Three: Scaffolding and Shepherding") » Read Now
by Ciaran Sugrue. 254 pgs.

Collections: Education, Entire Library

A practical book which, through case study, exercises and engages the reader in a close examination of their own personal assumptions, practices and experiences of school life. The book takes a good look at the assumptions that prevail in different schools and circumstances and shows how the desire...
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A practical book which, through case study, exercises and engages the reader in a close examination of their own personal assumptions, practices and experiences of school life. The book takes a good look at the assumptions that prevail in different schools and circumstances and shows how the desire to improve will often need to be met by an equal desire to change and expand horizons. The initiatives suggested show how change can be handled to minimise fears and reservations.
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3.

Contexts for Learning: Sociocultural Dynamics in Children's Development (Chap. 6 "What Is Missing in the Metaphor of Scaffolding?") » Read Now
by Ellice A. Forman, Norris Minick, C. Addison Stone. 416 pgs.

Collections: Education, Psychology, Entire Library

This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded and...
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This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagues but has been significantly expanded and modified recent years. Since the late 1970s, sociocultural theory has challenged existing notions of cognitive development by suggesting that psychological functioning is specific to its social context and is dependent on the mastery of culturally defined modes of speaking, thinking, and acting. For this volume, the editors have assembled a list of contributors noted for their distinguished work in sociocultural theory and research. Taken together, they offer a multifaceted perspective on an emerging research paradigm and argue for a fundamental reconceptualization of mind and its development. Three main themes are explored in detail: discourse and learning in classroom practice, interpersonal relations in formal and informal education, and the institutional context of learning. Research findings are consistently discussed in terms of their theoretical implications. The book includes three commentary chapters and an afterword that propose future directions for sociocultural research. This book will be of interest to a wide range of researchers, educators, and students concerned with the theory and practice of developmental, educational, social, and cognitive psychology.
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4.

Motivating Reading Comprehension: Concept-Oriented Reading Instruction (Chap. 3 "Scaffolding for Motivation and Engagement in Reading") » Read Now
by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich. 326 pgs.

Collections: Education, Entire Library

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction in which inquiry science provides a point of departure for reading instruction. Book will appeal to experienced teachers, in-service professionals and prospective teachers.
5.

Speaking, Reading, and Writing in Children with Language Learning Disabilities: New Paradigms in Research and Practice (Chap. 7" Promises and Pitfalls of Scaffolded Instruction for Students with Language Learning Disabilities") » Read Now
by Katharine G. Butler, Elaine R. Silliman. 363 pgs.

Collections: Education, Psychology, Entire Library

The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing...
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The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.
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6.

Second and Foreign Language Learning through Classroom Interaction (Chap. 9 "Teacher Questions as Scaffolded Assistance in an ESL Classroom") » Read Now
by Joan Kelly Hall, Lorrie Stoops Verplaetse. 328 pgs.

Collections: Education, Entire Library

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the...
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This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
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7.

Scaffolding Adolescents' Comprehension of Short Stories: This Article Describes an Approach to Assisting Seventh-Grade Students' Comprehension of Individual Texts with a Scaffolded Reading Experience or SRE, in Journal of Adolescent & Adult Literacy » Read Now
by David N. E. Fournier, Michael F. Graves. 10 pgs.

Collections: Education, Entire Library
8.

Scaffolding Students' Reading of History, in Social Studies » Read Now
by Michael F. Graves, Patricia G. Avery. 5 pgs.

Collections: History, Education, Entire Library
9.

Internet Environments for Science Education (Chap. 3 "The Scaffolded Knowledge Integration Framework for Instruction," Chap. 9 "The Web-Based Inquiry Science Environment (WISE): Scaffolding Knowledge Integration in the Science Classroom," and Chap. 13 "Specific Design Principles: Elaborating the Scaffolded Knowledge Integration Framework") » Read Now
by Marcia C. Linn, Elizabeth A. Davis, Philip Bell. 412 pgs.

Collections: Education, Entire Library

Illustrates how to leverage inquiry and technology to reform science education; offers education professionals, cognitive researchers, policy makers, and natural scientists the opportunity to work together to convert student into lifelong learners.
10.

Handbook of Research on Educational Communications and Technology (Chap. 31 "Cognitive Apprenticeship in Educational Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching as Instructional Strategies") » Read Now
by David H. Jonassen. 1210 pgs.

Collections: Education, Entire Library

Sponsored by the Association of Educational Communications and Technology (AECT), the second edition of this ground-breaking handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into...
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Sponsored by the Association of Educational Communications and Technology (AECT), the second edition of this ground-breaking handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sections, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. All chapters have been updated, some extensively. New chapters include those on programmed instruction, everyday cognition and situated learning, ecological psychology, Internet-based learning, library media centers, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries. This handbook is intended for graduate students, professors, instructional designers, and researchers in educational communication and technology.
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11.

Eighth-Grade Students Defining Complex Problems: The Effectiveness of Scaffolding in a Multimedia Program, in Journal of Educational Multimedia and Hypermedia » Read Now
by Janet Mannheimer Zydney. 30 pgs.

Collections: Education, Entire Library
12.

Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter, in Journal of Teacher Education » Read Now
by Jerry Rosiek. 14 pgs.

Collections: Education, Entire Library
13.

Maternal Scaffolding in the Child's Zone of Proximal Development across Tasks: Cross-Cultural Perspectives, in Journal of Research in Childhood Education » Read Now
by Hengameh Kermani, Mary E. Brenner. 23 pgs.

Collections: Education, Entire Library
14.

Parental Scaffolding of Children's Phonological Awareness Skills: Interactions between Mothers and Their Preschoolers with Language Difficulties, in Communication Disorders Quarterly » Read Now
by Lori Skibbe, Michelle Behnke, Laura M. Justice. 15 pgs.

Collections: Education, Entire Library