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Keeping the Metaphor of Scaffolding Fresh—-A Response to C. Addison Stone's "The Metaphor of Scaffolding

Its Utility for the Field of Learning Disabilities"

Annemarie Sullivan Palincsar, PhD, is the Jean and Charles Walgreen Professor of Literacy in the School of Education at the University of Michigan. In addition to preparing elementary teachers to teach in diverse classrooms, she is a member of the literacy, language, and learning disabilities faculty who prepare graduate students to work with children with special needs. Her research interests include the development of literacy with children who are identified as learning disabled, the application of community-of-practice theory to professional development activities with educators, and the uses of literacy in elementary classrooms where teachers are using guided inquiry approaches to curriculum and teaching. Address: Annemarie Sullivan Palincsar, 4204C School of Education, University of Michigan, 610 East University, Ann Arbor, MI 48109.

This author suggests three responses to Professor Stone's call for enriching the scaffolding metaphor: (a) repositioning the metaphor in its theoretical frame; (b) considering the ways in which contexts and activities, as well as individuals, scaffold learning; and (c) examining the relationship between scaffolding and effective teaching. The author describes research that has been conducted toward these ends.

Journal of Learning Disabilities, Vol. 31, No. 4, 370-373 (1998)
DOI: 10.1177/002221949803100406


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