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Keeping the Metaphor of Scaffolding Fresh—-A Response to C. Addison Stone's “The Metaphor of Scaffolding

dc.contributor.authorPalincsar, Annemarie Sullivanen_US
dc.date.accessioned2010-04-14T13:50:46Z
dc.date.available2010-04-14T13:50:46Z
dc.date.issued1998en_US
dc.identifier.citationPalincsar, Annemarie (1998). "Keeping the Metaphor of Scaffolding Fresh—-A Response to C. Addison Stone's “The Metaphor of Scaffolding." Journal of Learning Disabilities 4(31): 370-373. <http://hdl.handle.net/2027.42/68637>en_US
dc.identifier.issn0022-2194en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68637
dc.description.abstractThis author suggests three responses to Professor Stone's call for enriching the scaffolding metaphor: (a) repositioning the metaphor in its theoretical frame; (b) considering the ways in which contexts and activities, as well as individuals, scaffold learning; and (c) examining the relationship between scaffolding and effective teaching. The author describes research that has been conducted toward these ends.en_US
dc.format.extent3108 bytes
dc.format.extent904480 bytes
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dc.format.mimetypeapplication/pdf
dc.publisherSAGE Publicationsen_US
dc.titleKeeping the Metaphor of Scaffolding Fresh—-A Response to C. Addison Stone's “The Metaphor of Scaffoldingen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumAnnemarie Sullivan Palincsar, Ph D, is the Jean and Charles Walgreen Professor of Literacy in the School of Education at the University of Michigan. In addition to preparing elementary teachers to teach in diverse classrooms, she is a member of the literacy, language, and learning disabilities faculty who prepare graduate students to work with children with special needs. Her research interests include the development of literacy with children who are identified as learning disabled, the application of community-of-practice theory to professional development activities with educators, and the uses of literacy in elementary classrooms where teachers are using guided inquiry approaches to curriculum and teaching. Address: Annemarie Sullivan Palincsar, 4204C School of Education, University of Michigan, 610 East University, Ann Arbor, MI 48109.en_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68637/2/10.1177_002221949803100406.pdf
dc.identifier.doi10.1177/002221949803100406en_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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