Citations (61)
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Christiane Nieuwmeijer, Nigel Marshall & Bert van Oers. (2023) Musical play in the early years: the impact of a professional development programme on teacher efficacy of early years generalist teachers. Research Papers in Education 38:3, pages 426-447.
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Marion Heron, Tom Parkinson, Nidal Alajaj & Baraa Khuder. (2022) Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise. Compare: A Journal of Comparative and International Education 52:6, pages 914-932.
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Sharon M. Calor, Rijkje Dekker, Jannet P. van Drie & Monique L. L. Volman. (2022) Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions. Journal of the Learning Sciences 31:3, pages 369-407.
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Kennedy Kam Ho Chan, Lihua Xu, Rebecca Cooper, Amanda Berry & Jan H. van Driel. (2021) Teacher noticing in science education: do you see what I see?. Studies in Science Education 57:1, pages 1-44.
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Christine Massing. (2018) Scaffolding immigrant early childhood teacher education students toward the appropriation of pedagogical tools. Journal of Early Childhood Teacher Education 39:2, pages 73-89.
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Dante Cisterna & Amelia Wenk Gotwals. (2018) Enactment of Ongoing Formative Assessment: Challenges and Opportunities for Professional Development and Practice. Journal of Science Teacher Education 29:3, pages 200-222.
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André Flieller, Annette Jarlégan & Youssef Tazouti. (2016) Who benefits from dyadic teacher–student interactions in whole-class settings?. The Journal of Educational Research 109:3, pages 311-324.
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Jennifer Hammond. (2016) Dialogic space: intersections between dialogic teaching and systemic functional linguistics. Research Papers in Education 31:1, pages 5-22.
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Pat Moore & Francisco Lorenzo. (2015) Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal 43:3, pages 334-357.
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Robyn L. Jones & Gethin Ll. Thomas. (2015) Coaching as ‘scaffolded’ practice: further insights into sport pedagogy. Sports Coaching Review 4:2, pages 65-79.
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Brian R. Belland, Ryan Burdo & Jiangyue Gu. (2015) A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding. Journal of Science Teacher Education 26:3, pages 263-289.
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Marion Engin. (2015) Trainer talk in post-observation feedback sessions: An exploration of scaffolding. Classroom Discourse 6:1, pages 57-72.
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Marta García González & María Teresa Veiga Díaz. (2015) Guided Inquiry and Project-Based Learning in the field of specialised translation: a description of two learning experiences. Perspectives 23:1, pages 107-123.
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Mary Dunne. (2014) Addressing the Cinderella area: Using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening.. English in Education 48:1, pages 93-107.
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Berit S. Haug. (2014) Inquiry-Based Science: Turning Teachable Moments into Learnable Moments. Journal of Science Teacher Education 25:1, pages 79-96.
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Aik-Ling Tan & Hwei-Ming Wong. (2012) ‘Didn't Get Expected Answer, Rectify It.’: Teaching science content in an elementary science classroom using hands-on activities. International Journal of Science Education 34:2, pages 197-222.
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Srikala Naraian. (2011) Teacher discourse, peer relations, significant disability: unraveling one friendship story. International Journal of Qualitative Studies in Education 24:1, pages 97-115.
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Ian Maun. (2009) Scaffolds for reading in French: lessons from history, guidance for the future?. Language Awareness 18:2, pages 198-214.
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Anne-Laure Le Cunff, Vincent Giampietro & Eleanor Dommett. (2024) Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis. Educational Research Review 43, pages 100604.
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Charoula Angeli & Kyriakoula Georgiou. (2023) Investigating the effects of gender and scaffolding in developing preschool children’s computational thinking during problem-solving with Bee-Bots. Frontiers in Education 7.
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