Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Is successful scaffolding an illusion? – Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project

16 references·10 citing·32 second hop

FromToDepth

this work references cited by second hop

References

1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
1990Apprenticeship in thinking: cognitive development in social context5,464 cited
1990Apprenticeship in Thinking4,706 cited
1999Dialogic Inquiry1,534 cited
1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.1,309 cited
1995The Guided Construction of Knowledge965 cited
1995The Guided Construction of Knowledge: Talk Amongst Teachers and Learners871 cited
1998Individual and Social Aspects of Learning783 cited
1996Psychological theory and the design of innovative learning environments: On procedures, principles, and systems.727 cited
1996The quality of talk in children's collaborative activity in the classroom565 cited
1999Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-Guided Discussions459 cited
1999From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development420 cited
1998Models of Teaching and Learning375 cited
1996Vygotsky, Tutoring and Learning307 cited
1996Effective Teaching and Learning: scaffolding revisited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

201 cited

1998Two ways to elaborate Vygotsky's concept of mediation.186 cited

Cited by

2012Making It Personal67 cited
2010Promoting children’s participation: the role of teachers in preschool and primary school learning sessions60 cited
2004Can Students Collaboratively Use Hypermedia to Learn Science? The Dynamics of Self-and other-Regulatory Processes in an Ecology Classroom58 cited
2004The effect of roles on computer-supported collaborative learning.51 cited
2015Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups48 cited
2013What counts as evidence for the long-term realisation of whole-class scaffolding?42 cited
2005Tutor scaffolding styles of dilemma solving in network-based role-play42 cited
2014Socially shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students’ content processing and transactive discussions39 cited
2009‘Scaffolding’ through talk in groupwork learning34 cited
2011The Effect of Scaffolding Technique in Journal Writing among the Second Language Learners32 cited