Keeping the metaphor of scaffolding fresh--a response to C. Addison Stone's "The metaphor of scaffolding: its utility for the field of learning disabilities".

This author suggests three responses to Professor Stone's call for enriching the scaffolding metaphor: (a) repositioning the metaphor in its theoretical frame; (b) considering the ways in which contexts and activities, as well as individuals, scaffold learning; and (c) examining the relationship between scaffolding and effective teaching. The author describes research that has been conducted toward these ends.