The article "Scaffolding in Teacher–Student Interaction: A Decade of Research" by Janneke van de Pol, Monique Volman, and Jos Beishuizen reviews the literature on scaffolding in educational settings, focusing on its conceptualization, appearances, and effectiveness. The authors identify three key characteristics of scaffolding: contingency (tailored support), fading (gradual reduction of support), and transfer of responsibility (increased learner control). They present a framework for analyzing scaffolding strategies, distinguishing between means and intentions. The review highlights the lack of consensus on the definition of scaffolding and the challenges in measuring its effectiveness, particularly in naturalistic classroom settings. Despite these challenges, the article suggests that scaffolding is effective, especially in one-on-one tutoring situations, and calls for more research to explore its impact in more complex classroom contexts. The authors also discuss the measurement issues, noting that the dynamic nature of scaffolding makes it difficult to capture using traditional coding schemes.The article "Scaffolding in Teacher–Student Interaction: A Decade of Research" by Janneke van de Pol, Monique Volman, and Jos Beishuizen reviews the literature on scaffolding in educational settings, focusing on its conceptualization, appearances, and effectiveness. The authors identify three key characteristics of scaffolding: contingency (tailored support), fading (gradual reduction of support), and transfer of responsibility (increased learner control). They present a framework for analyzing scaffolding strategies, distinguishing between means and intentions. The review highlights the lack of consensus on the definition of scaffolding and the challenges in measuring its effectiveness, particularly in naturalistic classroom settings. Despite these challenges, the article suggests that scaffolding is effective, especially in one-on-one tutoring situations, and calls for more research to explore its impact in more complex classroom contexts. The authors also discuss the measurement issues, noting that the dynamic nature of scaffolding makes it difficult to capture using traditional coding schemes.