Thirty‐Five Years of the Gradual Release of Responsibility: Scaffolding Toward Complex and Responsive Teaching

Abstract

Abstract It has been more than 35 years since Pearson and Gallagher's landmark study on the gradual release of responsibility. How has this instructional practice endured the test of time? In this article, the authors revisit the history of the gradual release of responsibility, explore current practices and challenges for educators, and provide implications for contemporary classrooms.

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