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. |
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| 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] |
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| Database: | Education Research Complete |
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