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van de Pol, Janneke; Mercer, Neil; Volman, Monique – Journal of the Learning Sciences, 2019
Providing contingent or adaptive support (i.e., scaffolding) is effective. Yet it is unclear how it promotes students' learning. In this mixed-methods study, we investigated to what extent the effect of contingent support for students' learning is mediated by the extent to which students take up teachers' support in subsequent small-group work. We…
Descriptors: Scaffolding (Teaching Technique), Student Attitudes, Small Group Instruction, Group Dynamics