This special issue investigates the theoretical and practical mechanisms of scaffolding as a pedagogical tool within the learning sciences. Editors Elizabeth A. Davis and Naomi Miyake curate a collection of research papers that examine how instructional support structures facilitate student cognitive development. The volume synthesizes empirical data to define the boundaries of scaffolding, moving beyond simple definitions to explore its application in diverse classroom environments and digital learning contexts.

Experts in the learning sciences identify this collection as a foundational resource for understanding the evolution of scaffolding research. The text is noted for its academic density and is frequently cited in graduate-level curricula focused on instructional design and educational psychology.