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
Crossref DOI link: https://doi.org/10.1007/s11251-015-9351-z
Published Online: 2015-06-05
Published Print: 2015-09
Update policy: https://doi.org/10.1007/springer_crossmark_policy
van de Pol, Janneke
Volman, Monique
Oort, Frans
Beishuizen, Jos
License valid from 2015-06-05