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Janneke van de Pol, Nicky de Vries, Astrid M.G. Poorthuis & Tim Mainhard. (2023) The Questionnaire on Teacher Support Adaptivity (QTSA): Reliability and Validity of Student Perceptions. The Journal of Experimental Education 91:4, pages 765-797.
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Annegien Langeloo, Marjolein I. Deunk, Mayra Mascareño Lara & Jan-Willem Strijbos. (2023) Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms. Journal of Research in Childhood Education 37:1, pages 136-158.
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Janneke van de Pol, Neil Mercer & Monique Volman. (2019) Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction. Journal of the Learning Sciences 28:2, pages 206-239.
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Articles from other publishers (20)
Dajung Diane Shin, Sung-il Kim & Mimi Bong. (2024) Do hints make students become curious about boring content?. Motivation and Emotion 48:1, pages 126-145.
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Muhammet Davut GÜL & Zekai AYIK. (2023) Öğretmenlerin Öğretim Sürecinde Sundukları Akademik Desteği Uyarlayabilme Yetkinlikleri Ölçeğinin Türkçeye UyarlanmasıAdaptation of Teacher Support Adaptivity Scale into Turkish. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:58, pages 2797-2813.
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Sara Dominguez & Vanessa Svihla. (2023) A review of teacher implemented scaffolding in K-12. Social Sciences & Humanities Open 8:1, pages 100613.
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Valentina Fantasia, Linda S. Oña, Chelsea Wright & Annie E. Wertz. (2021) Learning blossoms: Caregiver-infant interactions in an outdoor garden setting. Infant Behavior and Development 64, pages 101601.
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Anke Maria Weber, Timo Reuter & Miriam Leuchter. (2020) The Impact of a Construction Play on 5- to 6-Year-Old Children’s Reasoning About Stability. Frontiers in Psychology 11.
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Rainer Winkler, Sebastian Hobert, Antti Salovaara, Matthias Söllner & Jan Marco Leimeister. (2020) Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent. Sara, the Lecturer: Improving Learning in Online Education with a Scaffolding-Based Conversational Agent.
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Janneke van de Pol, Monique Volman, Frans Oort & Jos Beishuizen. (2015) The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science 43:5, pages 615-641.
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Elisa Kupers, Marijn van Dijk & Paul van Geert. (2015) Within-teacher differences in one-to-one teacher–student interactions in instrumental music lessons. Learning and Individual Differences 37, pages 283-289.
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Sandra Sampayo-Vargas, Chris J. Cope, Zhen He & Graeme J. Byrne. (2013) The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game. Computers & Education 69, pages 452-462.
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Christine Howe. (2013) Scaffolding in context: Peer interaction and abstract learning. Learning, Culture and Social Interaction 2:1, pages 3-10.
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Janneke van de Pol, Monique Volman & Jos Beishuizen. (2010) Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review 22:3, pages 271-296.
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박희숙, Choi,Kyoung-Sook & 장세희. (2008) The effects of verbalization on the representational redescription of number conservation. Korean Journal of Early Childhood Education 28:6, pages 119-141.
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Sharon Philips & Andrew Tolmie. (2007) Children's performance on and understanding of the balance scale problem: the effects of parental support. Infant and Child Development 16:1, pages 95-117.
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