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ERIC Number: EJ1415017
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2148-9955
Development of the Survey of Teacher-Implemented Scaffolding
Sara Dominguez; Vanessa Svihla
International Journal of Research in Education and Science, v10 n1 p138-160 2024
In the spring of 2020, schools across the United States closed due to the COVID-19 pandemic, forcing a sudden change from the traditional way education was provided. When schools resumed, many teachers found themselves teaching and scaffolding learning in a new situation, online. However, there is limited information on how teachers implement scaffolding--both in-person as well as online. As such scaffolding depends on teachers' perceptions, this suggests the need for a measure of teachers' perceptions of scaffolding across these modalities. This paper reports the design and development of a survey created to measure teacher perceptions of their agency/control related to and self-efficacy for implementing various forms of scaffolding and the forms of scaffolding they use. K-12 teachers who taught before and during the pandemic (N=105) completed the survey in spring/summer 2021. Using exploratory factor analysis, we found that the survey measured these constructs, and that constructs loaded separately by modality (online versus face-to-face). This suggests the survey could be used in shorter forms to provide information about teacher perceptions of scaffolding specific to their modality, in turn providing more information about the kinds of professional development they might benefit from.
International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1751369