Sociocultural constructivism assumes that a learner’s capacity for intellectual growth increases with the presence of scaffolding or support during interaction. Moreover, from participating in dialogic interaction, there is appropriation of the knowledge shared and jointly created by learners which could transform individual understandings. Hence, interactions are opportunities for scaffolding ...

BACKGROUND Teachers' legitimacy is central to school functioning. Teachers' justice, whether distributive or procedural, predicts teachers' legitimacy. AIMS What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgemen...

This study aimed to investigate the kinds of peer scaffolding behaviors occurring during English as a Foreign Language (EFL) writing activities through three steps process. The participants comprised ten major students in classroom University Phayao selected by purposive sampling. They were classified into five expert EFL learners and novice according their scores written paragraph they wrote b...

Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English...

BACKGROUND Overweight is a potential risk factor for peer victimization in late childhood and adolescence. The current study investigated the association between BMI in early primary school and different bullying involvement roles (uninvolved, bully, victim, and bully-victim) as reported by teachers and children themselves. METHODS In a population-based study in the Netherlands, measured BMI ...

Despite distinct peer difficulties, less is known about the peer functioning of children with attention-deficit/hyperactivity disorder (ADHD) predominantly inattentive type (ADHD-I) in comparison to the peer functioning of children with ADHD combined type. Our purpose was to examine whether child sex moderated the relations between negative social preference and internalizing/externalizing prob...