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Scaffolding in Teacher—Student Interaction: A Decade of Research

Educational psychology review, 2010-09, Vol.22 (3), p.271-296

2010

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Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions

Educational psychology review, 2020-12, Vol.32 (4), p.951-977

2020

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A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Contemporary educational psychology, 2021-01, Vol.64, p.101928, Article 101928

2021

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Patterns of contingent teaching in teacher–student interaction

Learning and instruction, 2011-02, Vol.21 (1), p.46-57

2011

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Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation

Metacognition and learning, 2022-04, Vol.17 (1), p.213-239

2022

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Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

Metacognition and learning, 2021-12, Vol.16 (3), p.769-799

2021

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Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction

The Journal of the learning sciences, 2019-03, Vol.28 (2), p.206-239

2019

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Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study

Metacognition and learning, 2024-04, Vol.19 (1), p.65-101

2024

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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, 2015-09, Vol.43 (5), p.615-641

2015

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Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance

Teaching and teacher education, 2023-02, Vol.122, p.103982, Article 103982

2023

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The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension

Teaching and teacher education, 2021-11, Vol.107, p.103482, Article 103482

2021

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The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension

Teaching and teacher education, 2021-08, Vol.104, p.103386, Article 103386

2021

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Teacher Scaffolding in Small-Group Work: An Intervention Study

The Journal of the learning sciences, 2014-10, Vol.23 (4), p.600-650

2014

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Corrigendum to “The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension” [Teaching and Teacher Education 104 (2021) 103386]

Teaching and teacher education, 2021-11, Vol.107, p.103483, Article 103483

2021

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Primary school students’ awareness of their monitoring and regulation judgment accuracy

Learning and instruction, 2024-08, Vol.92, p.101907, Article 101907

2024

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Improving (meta)comprehension: Feedback and self-assessment

Learning and instruction, 2024-08, Vol.92, p.101922, Article 101922

2024

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Guiding classroom discussions for democratic citizenship education

Educational studies, 2018-08, Vol.44 (4), p.377-407

2018

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Primary School Teachers’ Judgments of Their Students’ Monitoring and Regulation Skills

Contemporary educational psychology, 2023-10, Vol.75, p.102226, Article 102226

2023

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Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding

Teaching and teacher education, 2018-11, Vol.76, p.214-226

2018

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Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

British educational research journal, 2024-06, Vol.50 (3), p.1127-1171

2024

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Test‐ or judgement‐based school track recommendations: Equal opportunities for students with different socio‐economic backgrounds?

British journal of educational psychology, 2021-03, Vol.91 (1), p.193-216

2021

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Judging own and peer performance when using feedback in elementary school

Learning and individual differences, 2019-08, Vol.74, p.101754, Article 101754

2019

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Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension

Metacognition and learning, 2024-08, Vol.19 (2), p.635-659

2024

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Towards adaptive support for self‐regulated learning of causal relations: Evaluating four Dutch word vector models

British journal of educational technology, 2024-07, Vol.55 (4), p.1354-1375

2024

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Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability

Contemporary educational psychology, 2019-01, Vol.56, p.236-249

2019

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Scaffolding in Teacher—Student Interaction: A Decade of Research

Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions

A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher adaptive support

Patterns of contingent teaching in teacher–student interaction

Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation

Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

Scaffolding Student Understanding in Small-Group Work: Students' Uptake of Teacher Support in Subsequent Small-Group Interaction

Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study

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

Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance

The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension

The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension

Teacher Scaffolding in Small-Group Work: An Intervention Study

Corrigendum to “The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension” [Teaching and Teacher Education 104 (2021) 103386]

Primary school students’ awareness of their monitoring and regulation judgment accuracy

Improving (meta)comprehension: Feedback and self-assessment

Guiding classroom discussions for democratic citizenship education

Primary School Teachers’ Judgments of Their Students’ Monitoring and Regulation Skills

Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding

Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

Test‐ or judgement‐based school track recommendations: Equal opportunities for students with different socio‐economic backgrounds?

Judging own and peer performance when using feedback in elementary school

Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers’ judgments of students’ text comprehension

Towards adaptive support for self‐regulated learning of causal relations: Evaluating four Dutch word vector models

Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability

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