Scaffolding dynamics and the emergence of problematic learning trajectories

This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamics, which was chosen as an indicator variable for the quality of the instruction. In a representative EBD student–teacher pair, an iterative process of stability and change of five dynamically related scaffolding variables and one arithmetic variable was demonstrated, which indicated the existence of three phases over a period of two school years. In the short term dynamics of scaffolding, an asymmetric engagement level of teacher and student was found, which was dominated by the teacher's initiatives. Overall, the data point to a suboptimal coupling in this student–teacher pair. An applied conclusion of our study is that educational recommendations should be aimed at transforming existing, self-sustaining transactional patterns between the teacher and the student in real-time instruction sessions during arithmetic lessons.