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Relevant bibliographies by topics / The zone of proximal development

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Academic literature on the topic 'The zone of proximal development'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "The zone of proximal development"

1

Bozhovich, E. D. "Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 48–69. http://dx.doi.org/10.2753/rpo1061-0405470603.

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Obukhova, L. F., and I. A. Korepanova. "The Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 25–47. http://dx.doi.org/10.2753/rpo1061-0405470602.

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Zaretskii, V. K. "The Zone of Proximal Development." Journal of Russian & East European Psychology 47, no. 6 (November 2009): 70–93. http://dx.doi.org/10.2753/rpo1061-0405470604.

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Warford, Mark K. "The zone of proximal teacher development." Teaching and Teacher Education 27, no. 2 (February 2011): 252–58. http://dx.doi.org/10.1016/j.tate.2010.08.008.

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Junefelt, Karin. "The Zone of Proximal Development and Communicative Development." Nordic Journal of Linguistics 13, no. 2 (December 1990): 135–48. http://dx.doi.org/10.1017/s0332586500002201.

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This article deals with extensions of Vygotsky's (1978) theory of learning in the zone of proximal development. First, affect is added as an additional prerequisite Wertsch's (1979) extended version of it. Then, learning in the zone of proximal development is applied to communicative development. Finally, four main levels in the development from interindividual to intraindividual functioning of communication in the child are distinguished and exemplified.

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Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 432–44. http://dx.doi.org/10.15503/jecs2021.2.432.444.

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Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.

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Stanley, Nile V. "Gifted and the “Zone of Proximal Development”." Gifted Education International 9, no. 2 (September 1993): 78–80. http://dx.doi.org/10.1177/026142949300900203.

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Identification of the gifted student is problematic. Prescription, the matching of student needs with program services, is perhaps even more precarious. To optimize potential and maximize achievement, diagnosis and instruction should be linked, on going, and based on state-of-the-art knowledge. Despite a burgeoning paradigm shift in the theory and practice of assessment in general, identification procedures for the gifted remain little changed. The bulk of the literature still recommends standardized, “product” measures of potential and achievement. Although status-quo recommendations include the use of multiple criteria, teacher judgment, and attention to cultural differences, scant endorsement is made for “process” measures. Dynamic assessment, based upon the Soviet psychologist Vygotsky's concept of the zone of proximal development (ZOPD), which measures the difference between what a learner can do alone and with appropriate guidance, has gained increased attention and suggests modification in the way the gifted are identified. This paper expounds upon the application of the dynamic assessment procedure (OAP) for the identification and instruction of the gifted. Pedagogical implications and conflicts to be resolved are also addressed.

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Silalahi, Rentauli Mariah. "UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING." Polyglot: Jurnal Ilmiah 15, no. 2 (August 24, 2019): 169. http://dx.doi.org/10.19166/pji.v15i2.1544.

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<p>Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what he/she can almost do alone.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.</p>

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Margolis, A. A. "Zone of Proximal Development, Scaffolding and Teaching Practice." Cultural-Historical Psychology 16, no. 3 (2020): 15–26. http://dx.doi.org/10.17759/chp.2020160303.

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The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.

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Ohta, Amy Snyder. "Interlanguage pragmatics in the zone of proximal development." System 33, no. 3 (September 2005): 503–17. http://dx.doi.org/10.1016/j.system.2005.06.001.

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Dissertations / Theses on the topic "The zone of proximal development"

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Luckin, Rosemary. "ECOLAB : explorations in the zone of proximal development." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388676.

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Carrig, Carol A. "An Intervention Specialist's Journey Through the Zone of Proximal Development." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460491585.

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Sluss, Dorothy Justus. "Play as the zone of proximal development: collaborative constructive block play." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/40230.

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Brėdikytė, M. (Milda). "The zones of proximal development in children’s play." Doctoral thesis, Oulun yliopisto, 2011. http://urn.fi/urn:isbn:9789514296147.

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Abstract This study investigates the relationship between play and child development. This work is the continuation of a thesis on children’s verbal creativity stimulated by dialogical drama intervention which I defended in 2001 at the Vilnius Pedagogical University, Lithuania. The first doctoral thesis in educology resulted in the main intervention method (Dialogical Drama with Puppets) used in this project. The theoretical framework of the study is based on cultural-historical theories developed by Vygotsky and his followers. This approach has influenced on the methodological choices of the study and the concept of the zone of proximal development is a central concept in Vygotskian theory of human cultural development. The concept has been elaborated in an earlier publication (Hakkarainen & Bredikyte 2008) and is now used as an analytic tool. Other theoretical concepts of Vygotsky like the social situation of development, the unit, environment and mechanism of development are used. This study is a small sample from the whole research project, which integrated research studies, theoretical courses and practice of master’s degree students in early education. For families and children the project was a play club. From the theoretical point of view the project was a “genetic experiment”, a “playworld” and intervention study aiming at joint creative play of adults and children. In cultural-historical theory (cultural) environment is the source of qualitative developmental changes of individuals, but each child has to be motivated and self carry out developmental acts. These theoretical principles require special forms of social interaction “mutual interventions”. The methodological approach opens a new perspective to the study of play and development. Individual play development of some children is followed up several years. Cumulative effects and qualitative changes can be detected easier in this setting. Multi-age child groups change our understanding about play development. Empirical part of this study consists of a few cases, which demonstrate what kind of developmental trajectories are possible. It is impossible to tell exactly what the effect of our play environment is, but observations and interpretations can guide further research activity. The results of this study demonstrate in which conditions narrative intervention in joint playworld environment can lead to creative acts, what steps are necessary in the development of joint play, how mutuality in adult-child play supports child development, and what elements are essential in play producing pedagogy and professional growth
Tiivistelmä Tämä tutkimus selvittää leikin ja lasten kehityksen välistä yhteyttä. Siinä työssä jatkuu tekijän edellisessä Vilnan pedagogisen yliopiston edukologian väitöskirjassa 2001 aloittama lasten luovuuden tutkimus dialogista draamaa käyttäen. Tämä tutkimus tuotti keskeisen intervention menetelmän (Dialoginen nukkedraama), jota nyt käytetään. Tämän tutkimuksen viitekehys perustuu Vygotskin ja hänen seuraajiensa kehittelemään kulttuuri-historialliseen teoriaan. Metodologiset ratkaisut ja Vygotskin kulttuurisen kehityksen teorian keskeinen käsite – lähikehityksen vyöhyke – ovat vaikuttaneet tutkimuksen toteutukseen. Tätä käsitettä on kehitelty aikaisemmassa julkaisussa (Hakkarainen & Bredikyte, 2008) ja sitä käytetään nyt analyyttisenä työvälineenä. Vygotskin muitakin teoreettisia käsitteitä kuten ”kehityksen sosiaalinen tilanne”, ”kehityksen analyysiyksikkö”, ”kehityksen ympäristö”, ja ”kehitysmekanismi” on otettu käyttöön. Tämä tutkimus on pieni siivu koko tutkimusprojektista, johon kytkeytyi varhaiskasvatuksen maisteriopiskelijoiden tutkimusopintoja, teoriakursseja ja harjoittelua. Perheiden ja osallistuvien lasten näkökulmasta projekti oli leikkikerho. Teoreettiselta näkökulmalta projektin ydin oli ”geneettinen eksperimentti”, ”leikkimaailma” ja ”interventiotutkimus”, joka pyrkii saamaan aikaan aikuisten ja lasten yhteistä luovaa leikkiä. Kulttuuri-historiallisessa teoriassa (psykologinen/ kulttuurinen) ymäristö on yksilön laadullisten kehityksen muutosten lähde, mutta jokaisen lapsen on oltava motivoitunut ja itse toteutettava kehittävät teot. Nämä teoreettiset periaatteet edellyttävät erityistä sosiaalisen vuorovaikutuksen muotoa ”vastavuoroista interventiota”. Käytetty metodologinen lähestymistapa avaa uuden mahdollisuuden tutkia leikkiä ja kehitystä. Joidenkin yksittäisten lasten leikin kehitystä on voitu seurata useita vuosia. Kasautuvat vaikutukset ja laadulliset muutokset voidaan todeta helpommin tällaisella tutkimusotteella. Eri-ikäisten lasten yhteiset leikkiryhmät auttavat ymmärtämään paremmin leikin olemusta ja kehitystä. Tutkimuksen empiirinen osa muodostuu yksitäistapauksista, jotka kertovat millaiset kehityskaaret ovat mahdollisia. Tarkkoja syitä ja seurauksia ei ole mahdollista leikkiympäristössä osoittaa, mutta havainnot ja tulkinnat ohjaavat jatkotutkimusta. Tutkimuksen tulokset kertovat millaisissa olosuhteissa narratiivinen interventio yhteisessä leikkiympäristössä voi johtaa luoviin tekoihin, miten yhteinen leikki voi kehittyä ja kehittää, millainen vastavuoroisuus aikuisen ja lasten leikissä tukee kehitystä sekä mitkä asiat ovat välttämättömiä leikin pedagogiikassa ja ammatillisessa kasvussa

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Moore, Sofia A. Rhodes Dent. "Theoretical and practical perspectives on Vygotsky's concept of the zone of proximal development." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128283.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 6, 2005. Dissertation Committee: Dent M. Rhodes (chair), Cathy Toll, Donna Adair Breault. Includes bibliographical references (leaves 199-213) and abstract. Also available in print.

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Abtahi, Yasaman. "Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35265.

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This research was designed to examine the role of the physical properties of the mathematical tools, in children’s learning in the context of adding two fractions. My two research questions were: (1) How does the feedback from the mathematical tools play a mediating role between the physical actions of the child with respect to the mathematical affordances of the tools and the child’s thinking about and learning and knowing of solving addition of fractions problems? And (2) What role is played by mathematical tools in the emergence of a Zone of Proximal Development during the child’s solving of addition of fractions problems? To address these questions, I interviewed 13 grade 7 students in Ottawa, Ontario, in groups of two and in three rounds of 30-minute interviews per group. The results showed that the physical properties of the tools play a role in how children perceived the mathematical affordances of the tool, attached mathematical meaning to the tools, created mathematical artefacts and solved the addition of fractions problems. Moreover, the findings show that in children’s interactions with mathematical tools, at times, the Zone of Proximal Development (ZPD) emerged, with the guidance provided by the tools. I conclude that children’s interaction with the tools provided them the possibility of learning newer forms of reflections, expressions and actions in relation to adding two fractions. This learning was a result of a complex and intertwined relationship between the immediate physical properties and affordances of the tool, the traces of the thoughts of the designer of the tools, as well as the children’s previous knowing of fractions. With this study, I extend the Vygotskian notion of the more knowledgeable other within the ZPD to include not only agents (children and adults) but also tools.

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Rutland, Adam. "Measuring the zone of proximal development : studies of map-use in children with learning difficulties." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/3519.

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The value of measuring Vygotsky's 'zone of proximal development' (ZPD) is the main concern of this thesis. The theory and research described in the thesis examines the psychological and educational purpose of measuring the ZPD within the context of children's representational skills. The first chapter discusses the development of children's ability to understand and use spatial representations. Recent research in developmental psychology is criticised for measuring the ZPD and claiming that the ZPD corresponds to children's individual developmental level. The experiments in Chapter 2 show that previous research has overestimated the representational ability of young children and that a children's potential development is different from their actual development, as assessed by the ZPD. Chapter 3 examines the origins of Vygotsky's sociocultural theory and the ZPD within Soviet psychology and Hegelian philosophy. The next chapter presents contemporary interpretations of the ZPD which have to varying degrees attempted to extend this concept. The idea of dynamic assessment is introduced in this chapter and experiments using this notion are described in detail. Preliminary studies are described in Chapter 5, which examine the possible need for measurement of the ZPD and they also choose appropriate samples, methods and apparatus for future experiments which aim to measure the ZPD within a spatial task. The sixth chapter consists of three experimental studies, which all attempted to measure the ZPD using dynamic assessment techniques. These studies showed that measurement of the ZPD could provide important diagnostic information about children's spatial ability beyond that given by individual tests of intelligence. This was especially true in the case of children with learning difficulties. The results of all the experiments in the thesis are discussed in relation to measurement of the ZPD and its value within developmental psychology and educational psychology.

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Menendez, Rita Maria. "Cultural-Historical Activity Perspectives on the Effects of Participation in Teacher-Mediated, Computer-Mediated Reading Instruction." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/353.

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The purpose of this study was to determine the effects of participation in Read 180, a teacher-mediated, computer-mediated reading instruction program, on the reading proficiency of 4th and 5th grade English Language Learners. The students who participated in the Read 180 program scored below the 25th percentile on the Florida Comprehensive Assessment Test (FCAT). Cultural-historical activity theory guided the research. Research questions for the study were answered with quantitative and qualitative methods. The questions asked were: 1. What are the effects of participation in Read 180, a teacher-mediated computer-mediated-integrated learning system that provides reading instruction, on the growth in reading proficiency of a group of participating English Language Learners? 2. What are the effects of participation in Read 180, a teacher-mediated computer-mediated integrated learning system that provides reading instruction, on the reading achievement of a group of participating English Language Learners when compared with the reading achievement of a group of English Language Learners with similar characteristics receiving reading instruction supported by a reading basal program? 3. How does the mediated structure of Read 180, a teacher-mediated, computer-mediated integrated learning activity system that provides reading instruction and surrounding activity systems interact to affect learning? Data analysis revealed that the fourth and fifth grade experimental group significantly improved their proficiency on the Scholastic Reading Inventory. Analysis of pre- and post-test scores obtained with the Florida Comprehensive Assessment (FCAT) of fourth and fifth grade experimental and control groups were not statistically significant. Qualitative findings indicated that the organization of classroom instruction had a significant impact on the quality of instruction. A discussion of the findings presents several implications and recommendations for future research on teacher-mediated, computer-mediated reading instruction.

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Vellos, Renira Elyodi. "Re-engagement in learning contexts : negotiations between adults and youths in the zone of proximal development." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/6349.

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Framed by sociocultural theory, this study used participant observations and active interviews to examine the classroom practices of adults and youths at one alternative high school. Constant comparative analysis and a participation framework used as a heuristic device to organize data foregrounded the social and discursive practices that both were constituted by and constitutive of an engaging learning context. This study advances a sociocultural model for engagement based on the community of difference that youths and adults co-constructed. It highlights the key role of adults and other mediational means in mediating relationships that promote engaging learning contexts. Though alternative high schools are symptomatic of the contradictions inherent in the process of schooling, for the adults and youths who participate in them, they are often rich learning communities.

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Bentahar, Sofia, and Maria Paschalidou. "Flerspråkighet som norm : En studie om pedagogers synsätt på flerspråkighet i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30386.

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The aim of our study is to examine preschool teachers' attitudes to multilingualism in preschool, especially in relation to the preschool's internal environment. Our study is based on the socio-cultural perspective and consists of six interviews with pedagogues and observations at two preschools in different parts of Stockholm. We are certain of that our study is important for pedagogues, since a high proportion of children in Swedish preschools are multilingual. A high level of awareness and recurrent work to promote children’s multilingualism has tremendous importance for children's language development. The result of our study demonstrates that multilingualism is the norm in the preschools. Based on the interviews, we have seen that pedagogues are aware of the fact that both the children's home language and the Swedish language are equally important for children's language development. For children to develop good language skills in the Swedish language, it is important that the mother language is promoted and is a point of departure in preschool activities. Pedagogues, who constantly communicate with children, contribute to children's language development. Children must be offered ample opportunity for language use and interaction in different contexts. The study demonstrates that pedagogues consciously work with multilingualism, aiming for creating a language stimulating internal environment that encourages kids to play, learn and develop their language skills. Similar to a majority of pedagogues, we are certain that play has an important role for children's language development; because play is something pleasurable that often comes naturally and it is very important for children.

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Books on the topic "The zone of proximal development"

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Steward, Elizabeth Petrick. Beginning writers in the zone of proximal development. Hillsdale, N.J: L. Erlbaum Associates, 1995.

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Brėdikytė, Milda. The zones of proximal development in children's play. Oulu: University of Oulu, 2011.

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Guy, Williams. The zone of proximal development: The relationship between learning and development and its implications for assessment. Birmingham: Birmingham Polytechnic, 1992.

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Rowe, Ann E. How do settings foster and support the zone of proximal development in young children's learning?. Oxford: Oxford Brookes University, 2003.

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Dombrowski, Julie M. The Wisconsin development zone program. Madison: Dept. of Urban and Regional Planning, University of Wisconsin--Madison, 1989.

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Bureau, Wisconsin Legislature Legislative Audit. An evaluation of development zone program: Department of Development. Madison, WI: Legislative Audit Bureau, 1993.

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Canessa, Rosaline R. Coastal zone development and management in Skye. Edinburgh: Institute of Offshore Engineering, Heriot-Watt University, 1990.

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Ahlhorn, Frank. Long-term Perspective in Coastal Zone Development. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01774-2.

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Chaskin, Robert J. Governance in empowerment zone communities: A preliminary examination of governance in fifteen empowerment zone communities. Chicago (1313 E. 60th St., Chicago 60637): Chapin Hall Center for Children at the University of Chicago, 1997.

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Zone, Cornwall and the Isles of Scilly Sport Action. Sport Action Zone needs assessment. Truro: Cornwall and the Isles of Scilly Sport Action Zone, 2001.

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Book chapters on the topic "The zone of proximal development"

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Roth, Wolff-Michael. "Zone of Proximal Development." In Encyclopedia of Critical Psychology, 2101–5. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_334.

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Silverman, Sarah Kozel. "Zone of Proximal Development." In Encyclopedia of Child Behavior and Development, 1590. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3131.

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Podolskiy, Andrey I. "Zone of Proximal Development." In Encyclopedia of the Sciences of Learning, 3485–87. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_316.

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Ness, Ingunn Johanne. "Zone of Proximal Development." In The Palgrave Encyclopedia of the Possible, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_60-1.

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Rowberry, Justin, Michael D. Powers, Lawrence David Scahill, Fred R. Volkmar, and Thomas Fernandez. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders, 3421. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1631.

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Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1631-3.

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Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders, 5254–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1631.

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Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education." In Encyclopedia of Mathematics Education, 1–4. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77487-9_156-7.

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Roth, Wolff-Michael. "Zone of Proximal Development in Mathematics Education." In Encyclopedia of Mathematics Education, 913–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_156.

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Roth, Wolff-Michael, and Alfredo Jornet. "Genesis of the Zone of Proximal Development." In Understanding Educational Psychology, 247–64. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39868-6_11.

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Conference papers on the topic "The zone of proximal development"

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Gutmann, Brianne, Gary Gladding, Morten Lundsgaard, and Timothy Stelzer. "Mastery learning in the zone of proximal development." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.034.

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Gailis, Janis, and Stig Nordheim. "INFORMATION SYSTEMS DEVELOPMENT: A HERMENEUTIC PERSPECTIVE ON STUDENTS’ ZONE OF PROXIMAL DEVELOPMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0833.

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Lavin, Richard. "OPERATIONALIZING THE ZONE OF PROXIMAL DEVELOPMENT IN FOREIGN LANGUAGE WRITING INSTRUCTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1454.

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Anderson, Nicole, and Tim Gegg-Harrison. "Learning computer science in the "comfort zone of proximal development"." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445344.

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Sinclair, Arabella, Jon Oberlander, and Dragan Gasevic. "Finding the Zone of Proximal Development: Student-Tutor Second Language Dialogue Interactions." In SEMDIAL 2017 (SaarDial) Workshop on the Semantics and Pragmatics of Dialogue. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/semdial.2017-12.

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Zhang, Suojuan, Wenqian Lai, Jinyu Song, Xiaohan Yu, Xianglin Liao, and Jiandong Hao. "Scaffolding Instruction Design Research Based on Zone of Proximal Development of Learning Community." In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00061.

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Andreassen, Kristin, Wenche Lyche, and Sigrid Haugen. "THE DIGITAL WORKSHOP ZONE OF PROXIMAL DEVELOPMENT – STUDENT SHOPPING AMONGST ADVANCED PRODUCTION PROCESSES." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.89.

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De Beer, Josef. "THE ZONE OF PROXIMAL TEACHER DEVELOPMENT UNDER THE MICROSCOPE: REFLECTIONS OF A TEACHER EDUCATOR." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.002.

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De Marsico, Maria, and Marco Temperini. "Average effort and average mastery in the identification of the Zone of Proximal Development." In 2013 17th International Conference on System Theory, Control and Computing (ICSTCC). IEEE, 2013. http://dx.doi.org/10.1109/icstcc.2013.6689034.

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Jie, Zhang, Yu Sunze, and Marlia Puteh. "Research on Teacher's Role of Mobile Pedagogy Guided by the Zone of Proximal Development." In ICEIT 2020: 2020 9th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3383923.3383965.

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Reports on the topic "The zone of proximal development"

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Keyak, Joyce H. Development and Evaluation of a Percutaneous Technique for Repairing Proximal Femora with Metastatic Lesion. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada437176.

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Keyak, Joyce H. Development and Evaluation of a Percutaneous Technique for Repairing Proximal Femora With Metastatic Lesions. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada416678.

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Keyak, Joyce H. Development and Evaluation of a Percutaneous Technique for Repairing Proximal Femora With Metastatic Lesions. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada426381.

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Yonk, Alan Keith. Development of the INEEL Site Wide Vadose Zone Roadmap. Office of Scientific and Technical Information (OSTI), September 2001. http://dx.doi.org/10.2172/910977.

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Sulfredge, Charles David, and Simon D. Rose. Development of Wellhead Safety Zone Criteria for Underground Gas Storage Facilities. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1474560.

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Nelson, E. A., and H. M. Jr Westbury. Plant community development within the F- and H-Area tree-kill zone. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/10114290.

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Papke, Leslie. Tax Policy and Urban Development: Evidence From The Indiana Enterprise Zone Program. Cambridge, MA: National Bureau of Economic Research, December 1991. http://dx.doi.org/10.3386/w3945.

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Choi, Jung-Pyung, and Jeffry W. Stevenson. CRADA 376 Final Report Development of Protective Coatings for 1 kW Hot Zone. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1474214.

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Faybishenko, Boris. Short-term and long-term Vadose zone monitoring: Current technologies, development, and applications. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/838056.

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Abriola, Linda M., Pierre Goovaerts, Kurt D. Pennell, and Frank E. Loffler. Development of Assessment Tools for Evaluation of the Benefits of DNAPL Source Zone Treatment. Fort Belvoir, VA: Defense Technical Information Center, September 2008. http://dx.doi.org/10.21236/ada512773.

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