Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Article


Radford, Julie, Bosanquet, P., Webster, Rob, Blatchford, Peter and Rubie-Davies, Christine 2014. Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research. 63, pp. 116-126.
AuthorsRadford, Julie, Bosanquet, P., Webster, Rob, Blatchford, Peter and Rubie-Davies, Christine
Abstract

Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think for themselves, this paper argues that their practice should be informed by heuristic scaffolding. A substantial dataset from three teaching assistant projects was scrutinised for examples of heuristics. Using conversation analysis, the paper shows how assistance is negotiated and adjusted over a sequence of discourse. Four patterns of heuristic scaffolding are shown: heuristic modelling represents the highest level of support; heuristic questioning and prompting are jointly negotiated with the student. Self-scaffolding by students shows them taking responsibility for their own learning strategies. Implications for the school system are explored.

JournalInternational Journal of Educational Research
Journal citation63, pp. 116-126
ISSN0883-0355
Year2014
PublisherElsevier
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1016/j.ijer.2013.02.010
Publication dates
Print2014
Publication process dates
Deposited09 Jan 2014
Copyright informationNOTICE: this is the author’s version of a work that was accepted for publication in <Journal title>. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Educational Research, 63, doi:10.1016/j.ijer.2013.02.010
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