1. The majority of theoretical studies on scaffolding focus on literacy, while empirical studies are mostly small-scaled and descriptive.
2. Scaffolding is characterized by contingency, fading, and the transfer of responsibility from teacher to student.
3. Diagnostic strategies are important for providing contingent support and transferring responsibility to the student.
The article provides a comprehensive overview of research on scaffolding in teacher-student interaction over the past decade. It is well-structured and clearly written, making it easy to follow the author’s argument. The article is also supported by a range of references from both theoretical and empirical studies, which adds credibility to its claims.
However, there are some potential biases that should be noted. For example, the majority of the research discussed in the article focuses on literacy, math, and science; one-to-one interactions are studied the least, which could lead to an incomplete understanding of scaffolding in teacher-student interaction. Additionally, while the article does discuss diagnostic strategies as an important tool for providing contingent support and transferring responsibility to students, it does not provide any evidence or examples of how these strategies can be implemented in practice.
In conclusion, this article provides a useful overview of research on scaffolding in teacher-student interaction over the past decade but should be read with caution due to potential biases and lack of evidence for certain claims made by the author.