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How to structure lessons: macro-scaffolding quality and its effects on knowledge construction and student outcomes.

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Title: How to structure lessons: macro-scaffolding quality and its effects on knowledge construction and student outcomes.
Authors: Herbert, Benjamin1 (AUTHOR) b.herbert@econ.uni-frankfurt.de, Hermkes, Rico1 (AUTHOR), Minnameier, Gerhard1 (AUTHOR), Heuer-Kinscher, Manon1 (AUTHOR)
Source: Journal of Curriculum Studies. Jun2026, Vol. 58 Issue 3, p414-437. 24p.
Subject Terms: *Lesson planning, *Effective teaching, *Learning, *Academic achievement
Abstract: Research on scaffolding has primarily focused on micro-scaffolding, leaving macro-scaffolding largely underexplored. To address this desiderate, macro-scaffolding is first defined theoretically, with coherence and adaptivity identified as key quality criteria, derived from psychological learning theories. A new instrument is developed to assess macro-scaffolding as a process-oriented characteristic of teaching quality, independent of lesson content. The study also examines the effects of coherent and adaptive macro-scaffolding on students' learning experience and performance. Findings reveal that coherent and adaptive macro-scaffolding positively influence students' learning experience, although not all aspects are equally impacted. Unexpected negative effects on students' performance were observed, possibly due to high-performing students relying less on macro-scaffolding and the procedural focus of the performance test, which may have favoured repetitive practice over conceptual understanding. The study offers a new approach for evaluating teaching quality and provides valuable insights for future research on scaffolding, lesson structuring, and holistic student support. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How to structure lessons: macro-scaffolding quality and its effects on knowledge construction and student outcomes.
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  Data: *<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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  Data: Research on scaffolding has primarily focused on micro-scaffolding, leaving macro-scaffolding largely underexplored. To address this desiderate, macro-scaffolding is first defined theoretically, with coherence and adaptivity identified as key quality criteria, derived from psychological learning theories. A new instrument is developed to assess macro-scaffolding as a process-oriented characteristic of teaching quality, independent of lesson content. The study also examines the effects of coherent and adaptive macro-scaffolding on students' learning experience and performance. Findings reveal that coherent and adaptive macro-scaffolding positively influence students' learning experience, although not all aspects are equally impacted. Unexpected negative effects on students' performance were observed, possibly due to high-performing students relying less on macro-scaffolding and the procedural focus of the performance test, which may have favoured repetitive practice over conceptual understanding. The study offers a new approach for evaluating teaching quality and provides valuable insights for future research on scaffolding, lesson structuring, and holistic student support. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2025.2482200
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      – Code: eng
        Text: English
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              M: 06
              Text: Jun2026
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              Y: 2026
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