National Society for the Study of Education, Volume 113, Issue 1, pp. 124-145 Copyright © by Teachers College, Columbia University Scaffolding Collective Engagement DEBRA K. MEYER Elmhurst College DENNIS W. SMITHENRY Elmhurst College While recognizing that instructional scaffolding in a whole-class context can engage students’ learning as they move through individual zone of proximal developments (ZPDs), in this chapter, we argue that instructional scaffolding also can collectively engage a class through a shared ZPD when participant structures and discourse prac- tices provide for coparticipation and alter traditional notions of teacher support and shared responsibility. A case study of a chemistry classroom is presented to substantiate this argument and illustrate how instructional scaffolding can be used as a support for collective engagement. Educators and educational researchers have been attracted to the scaffold- ing metaphor since the late 1970s. The metaphor’s popularity has evolved beyond its original contexts and meanings in ways that are advancements (Granott, 2005) as well as disconnections from its sociohistorical frame- work (McCaslin & Hickey, 2001). However, advancing scaffolding’s con- ceptual framework while maintaining its sociohistorical roots is critical for understanding student engagement in classrooms. Successful classroom scaffolding promotes meaningful learning and student engagement by enhancing emotion (Rosiek, 2003), motivation (Turner et al., 2002), and teacher–student relationships (Yowell & Smylie, 1999). Moreover, research suggests that key characteristics of scaffolding, such as equitable classroom discourse (Cornelius & Herrenkohl, 2004) and flexible participant struc- tures (Polman, 2004), are essential for engaging all students.