| Scaffolding in teacher-student interaction: a decade of research. J Van de Pol, M Volman, J Beishuizen Theories of Learning, 0 | 2342* | |
| 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 J Van de Pol, M Volman, F Oort, J Beishuizen Instructional Science 43, 615-641, 2015 | 233 | 2015 |
| Patterns of contingent teaching in teacher–student interaction J Van de Pol, M Volman, J Beishuizen Learning and Instruction 21 (1), 46-57, 2011 | 233 | 2011 |
| Scaffolding student understanding in small-group work: Students’ uptake of teacher support in subsequent small-group interaction J Van de Pol, N Mercer, M Volman Journal of the Learning Sciences 28 (2), 206-239, 2019 | 166 | 2019 |
| Promoting teacher scaffolding in small-group work: A contingency perspective J van de Pol, M Volman, J Beishuizen Teaching and teacher education 28 (2), 193-205, 2012 | 153 | 2012 |
| Scaffolding student learning: A micro-analysis of teacher–student interaction J Van de Pol, E Elbers Learning, Culture and Social Interaction 2 (1), 32-41, 2013 | 150 | 2013 |
| Teacher scaffolding in small-group work: An intervention study J van de Pol, M Volman, F Oort, J Beishuizen Journal of the Learning Sciences 23 (4), 600-650, 2014 | 139 | 2014 |
| Guiding classroom discussions for democratic citizenship education J Schuitema, H Radstake, J Van de Pol, W Veugelers Educational Studies 44 (4), 377-407, 2018 | 86 | 2018 |
| Shifting the primary focus: Assessing the case for dialogic education in secondary classrooms RJE Higham, S Brindley, J Van de Pol Language and Education 28 (1), 86-99, 2014 | 69 | 2014 |
| Scaffolding in teacher-student interaction: Exploring, measuring, promoting and evaluating scaffolding J Van de Pol University of Amsterdam, 2012 | 69* | 2012 |
| Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding S Oudman, J van de Pol, A Bakker, M Moerbeek, T van Gog Teaching and Teacher Education 76, 214-226, 2018 | 51 | 2018 |
| Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability J Van de Pol, ABH De Bruin, MH van Loon, T Van Gog Contemporary Educational Psychology 56, 236-249, 2019 | 45 | 2019 |
| Two secondary teachers’ understanding and classroom practice of dialogic teaching: A case study J Van De Pol, S Brindley, RJE Higham Educational Studies 43 (5), 497-515, 2017 | 45 | 2017 |
| Measuring scaffolding in teacher - small- group interactions J Van de Pol, M Volman, J Elbers, E., Beishuizen Pedagogy: New Developments in the Learning Sciences, 151-188, 2012 | 40 | 2012 |
| Mapping and drawing to improve students’ and teachers’ monitoring and regulation of students’ learning from text: Current findings and future directions J van de Pol, M van Loon, T van Gog, S Braumann, A de Bruin Educational Psychology Review 32 (4), 951-977, 2020 | 36 | 2020 |
| A micro-perspective on students’ behavioral engagement in the context of teachers’ instructional support during seatwork: Sources of variability and the role of teacher … M van Braak, J van de Pol, AMG Poorthuis, T Mainhard Contemporary Educational Psychology 64, 101928, 2021 | 20 | 2021 |
| Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy? JAA Engelen, G Camp, J van de Pol, ABH de Bruin Metacognition and learning 13, 287-307, 2018 | 20 | 2018 |
| Conceptualising and grounding scaffolding in complex educational contexts E Elbers, S Rojas-Drummond, J van de Pol Learning, Culture and Social Interaction 1 (2), 1-2, 2013 | 19 | 2013 |
| Test‐or judgement‐based school track recommendations: Equal opportunities for students with different socio‐economic backgrounds? A Van Leest, L Hornstra, J van Tartwijk, J van de Pol British Journal of Educational Psychology 91 (1), 193-216, 2021 | 17 | 2021 |
| Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation S Oudman, J van de Pol, T van Gog Metacognition and Learning 17 (1), 213-239, 2022 | 15 | 2022 |
