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Contingent shift framework for measuring scaffolding contingency in classroom interaction

Research Method · All research methods
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The contingent shift framework, based on Wood et al. (1978), operationalizes scaffolding as the tailored adaptation of the degree of control in teacher support to a student's demonstrated understanding. The article states: "If a teacher used more control after a student’s demonstration of poor understanding and less control after a student’s demonstration of good understanding, we labelled the support contingent." Teacher turns are coded for degree of control from zero to five, student turns for demonstrated understanding, and contingency is scored as the percentage of contingent three-turn sequences per teacher. The article uses this framework as the measure of support quality in its classroom experiment.

Accounts

  • Contingent shift framework for measuring scaffolding contingency in classroom interaction: The contingent shift framework, based on Wood et al. (1978), operationalizes scaffolding as the tailored adaptation of the degree of control in teacher support to a student's demonstrated understanding. The article states: "If a teacher used more control after a student’s demonstration of poor understanding and less control after a student’s demonstration of good understanding, we labelled the support contingent." Teacher turns are coded for degree of control from zero to five, student turns for demonstrated understanding, and contingency is scored as the percentage of contingent three-turn sequences per teacher. The article uses this framework as the measure of support quality in its classroom experiment. (van de Pol et al. (2015))

Claims

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Key Sources

  • van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). 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. https://doi.org/10.1007/s11251-015-9351-z
Page metadata
Field Value
type research-method
id contingent-shift-framework-for-measuring-scaffolding-contingency-in-classroom-interaction
title Contingent shift framework for measuring scaffolding contingency in classroom interaction
description The contingent shift framework, based on Wood et al.
status review
generated by process:settle-candidates on 2026-10-18
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