Relevant bibliographies by topics / Vygotsky's Zone of Proximal Development

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  2. Dissertations / Theses
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Academic literature on the topic 'Vygotsky's Zone of Proximal Development'

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Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Vygotsky's Zone of Proximal Development"

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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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Zaretsky, V. K. "One More Time on the Zone of Proximal Development." Cultural-Historical Psychology 17, no. 2 (2021): 37–49. http://dx.doi.org/10.17759/chp.2021170204.

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The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the "canonical" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.
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Moll, Luis C. "Vygotsky's zone of proximal development: Rethinking its instructional implications." Infancia y Aprendizaje 13, no. 51-52 (January 1990): 157–68. http://dx.doi.org/10.1080/02103702.1990.10822276.

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Jones, M. Gail, Melissa J. Rua, and Glenda Carter. "Science teachers' conceptual growth within Vygotsky's zone of proximal development." Journal of Research in Science Teaching 35, no. 9 (November 1998): 967–85. http://dx.doi.org/10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r.

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Steele, Diana F. "Research, Reflection, Practice: Learning Mathematical Language in the Zone of Proximal Development." Teaching Children Mathematics 6, no. 1 (September 1999): 38–42. http://dx.doi.org/10.5951/tcm.6.1.0038.

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The past decade has been a time for much discussion about the influence of social interaction on the development of mathematical understanding. The roots of this discussion can be traced back to the ideas of Lev Vygotsky, a Russian psychologist who conducted research during the 1920s and 1930s. He was interested in how children conceptualize the meanings of words. He concluded that social interaction and communication are essential components in this conceptualization process. To show how children learn mathematical language, this article examines a classroom vignette and demonstrates how Vygotsky's ideas can be put in action in the mathematics classroom. The NCTM's Standards documents (1989, 1991) emphasize the importance of social interaction and communication in learning mathematics. Mathematics as communication is a common thread woven throughout all levels of these documents.
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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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Payong, Marselus Ruben. "ZONE OF PROXIMAL DEVELOPMENT AND SOCIAL CONSTRUCTIVISM BASED EDUCATION ACCORDING TO LEV SEMYONOVICH VYGOTSKY." Jurnal Pendidikan dan Kebudayaan Missio 12, no. 2 (July 10, 2020): 164–78. http://dx.doi.org/10.36928/jpkm.v12i2.589.

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This article is a theoretical study of Vygotsky's idea of zone of proximal development. Its aimed at finding out of its relevance to contemporary educational practices that are increasingly complex. Through the description of the background of the emergence of this idea the author concludes that the idea of zone of proximal development is still relevant in modern education, especially to support the educational practices that are friendly toward student’s individual differences at school. Vygotsky's criticism of the practice of levering in schooling is a warning for teachers and education practicioners to consider learning interventions based on individual students' backgrounds especially their mental development differences so that education can be an effective medium to help children's growth and development optimally.
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Zambo, Debby. "Gifted Students in the 21st Century: Using Vygotsky's Theory to Meet Their Literacy and Content Area Needs." Gifted Education International 25, no. 3 (September 2009): 270–80. http://dx.doi.org/10.1177/026142940902500308.

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Teachers who work with gifted children in content area reading face challenges because they teach bright children in a new millennium. Today's gifted students have grown up with digital literacies that expand their capabilities and contribute to their individual needs. Unfortunately, when it comes to instruction, these literacies are often disregarded. Tasks given are not relevant or at an appropriate level, what Vygotsky termed the zone of proximal development. In this paper, Vygotsky's theory is posed as the way to nurture the literacy and content area needs of gifted students. To begin, an overview of Vygotsky's theory is presented. Then, the reader is taken into the life of a teacher facing inclusion tensions. The final section reveals how these tensions are eased and teaching revitalized with Vygotsky's theory and 21st century literacy skills.
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Zaretsky, V. K. "L.S. Vygotsky's Principle "One Step in Learning — A Hundred Steps in Development": In Search of Evidence." Cultural-Historical Psychology 11, no. 3 (2015): 44–63. http://dx.doi.org/10.17759/chp.2015110305.

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On the basis of L.S. Vygotsky's published works the paper attempts to trace the dynamics of his concepts of child development and to provide evidence supporting Vygotsky's statement that one step in learning equals a hundred in development, which is one of the key principles of cultural-historical theory in its application to child development. This statement is put in a row with two other major principles: one arguing that learning precedes development and the other referring to the zone of proximal development. The paper outlines a multivector model of the zone of proximal development as one of the conceptual tools of the reflective and activity approach to helping children overcome learning difficulties and promoting their development. The paper also describes a case study in which an orphan child with a disability received psychological and educational support that obviously contributed to the child's development. It is argued that L.S. Vygotsky's idea of the specific relationship between learning and development has fundamental theoretical and practical implications, in particular, for working with children with special needs.
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Holaday, Bonnie, Lynda Lamontagne, and Judy Marciel. "Vygotsky's Zone of Proximal Development: Implications for Nurse Assistance of Children's Learning." Issues in Comprehensive Pediatric Nursing 17, no. 1 (January 1994): 15–27. http://dx.doi.org/10.3109/01460869409078285.

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Dissertations / Theses on the topic "Vygotsky's Zone of Proximal Development"

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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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Ireland, Dennis V. "Enhancing student performance in the Australian Mathematics Competition : a heuristic-based intervention technique using Vygotsky's 'Zone of proximal development' principle." Curtin University of Technology, Science and Mathematics Education Centre, 1985. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10076.

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The purpose of this study was to attempt to enhance performance in the Australian Mathematics Competition of a group of Western Australian Year 9 students, to a level beyond that which they might have been expected to attain, through the use of a heuristic-based intervention technique using Vygotsky's zone of proximal development principle.Since 1978, students of mathematics in Australian high schools have been meeting the challenge of the Australian Mathematics Competition. This national competition aims to provide students with a sense of achievement in mathematics and to emphasise the importance of this subject in the high school curriculum.Vygotsky's zone of proximal development refers to the difference between a student's actual developmental level and the student's potential developmental level given adult assistance. In effect, this means that while students may achieve to a plane commensurate with their actual developmental level, they will progress into their zone of proximal development with assistance and their level of achievement will rise. Vygotsky's concept of Intervention coupled with Siegler's concept of heuristic-based strategy learning provided a methodology suitable for enhancing and maximising developmental effects in this study.The study involved three distinct stages: the preparatory phase, the treatment phase and the concluding phase.In the preparatory phase, student's actual developmental levels were determined based on their performance in the 1979 Junior level Australian Mathematics Competition paper. This data facilitated identifying the paths that learning should follow in order that students' problem solving skills should improve. During this phase, students also attempted an Australian Council for Educational Research (ACER) test entitled 'Test's of Reasoning in Mathematics' (TRIM). This measure was used to monitor expected development ++
in mathematics reasoning ability for students over the period of the study.The treatment phase involved the students in over 35 hours of instruction which exposed them to a heuristic-based intervention technique designed to enhance their performance in problem solving. Students practised various problem solving techniques and the Australian Mathematics Competition ittself became the focus for improved performance.An index of improvement was provided in the concluding phase of the study by scores obtained from the treatment group on the 1982 Intermediate level Australian Mathematics Competition paper. Scores were significantly higher than the national average of either the Year 9 or Year 10 groups. The second ACER 'TRIM' test verified that the students achieved their expected development in mathematics reasoning ability during the study.The implication of this result is that the practice of restricting students to year groups or courses on the basis of age should be examined in the light of the Vygotskian principle.
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Whiteman, Peter John School of Music &amp Music Education UNSW. "How the bananas got their pyjamas: A study of the metamorphosis of preschoolers' spontaneous singing as viewed through Vygotsky's Zone of Proximal Development." Awarded by:University of New South Wales. School of Music and Music Education, 2001. http://handle.unsw.edu.au/1959.4/17801.

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Throughout childhood, children experience the social semiotic of music in a variety of ways. As they sing, dance, move, and play, they enjoy making and listening to music. Childhood is also a time of immense change. During their early years, children grow and develop at a faster rate than at any other time in their lives, displaying an intense proliferation of ways of knowing about the world. As part of the industrious activity that accompanies this explosion of knowledge, children sing many songs. It is through sensitive investigation of these songs that we can begin to understand what children know about music, and the place that it is afforded in the social milieux within which they participate. Children???s songs have been the focus of investigation for a number of years, with a range of studies reporting on the manner in which they reflect musical development. Several researchers have reported on children???s songs from a developmental perspective, while others have focussed on the social and functional contexts of the songs. These various approaches have established some basic principles concerning the development of children???s musical skills and knowledge. It is accepted that as children mature, they are likely to exhibit changes in their musical understanding and abilities. However, the diverse range of inquiries that have been undertaken, although rigorous, have resulted in fragmented and irresolute information about the manner in which these changes take place. Research into all areas of children???s development has recently undergone a paradigm shift, with current views focussing on the agency of children and their development within a social context. Such perspectives view the acquisition of knowledge as a dynamic process that occurs as children interact with others, and therefore place great importance on a range of environments in which this knowledge gain takes place. This thesis reports on a 3-year longitudinal study of eight preschool-aged children who were attending a long day care centre in Sydney. Regular video-recordings were made of the children???s spontaneous singing during free play, with each child recorded approximately once per month. Camera tapes were examined and all examples of the participants??? singing were transferred to VHS tapes for transcription and analysis. The resulting 443 songs were transcribed using Western notation, and each play episode and associated song then coded for musical aspects such as song type, melodic range and level of temporal organisation, as well as social aspects such as song function and social roles taken on by the children. The notion of social role was informed by Vygotsky???s Zone of Proximal Development. In addition to base data such as the child???s name and the date of the observation, the resultant dataset was transferred to a qualitative software package (NUD???IST) for subsequent analysis and interpretation. Results of the study indicate that the children used songs for specific purposes, and that patterns of musical development were distinctly different for each child. While interacting with their playmates, the children used both explicit and implicit tools to acquire and transmit musical signs. During this process, the status of knowledgeable other was often conferred on a playmate by a less knowledgeable member of the group, and was not solely dependent on chronological age. The results exhibit some congruence with prior studies, especially those for which the social context of music-making was an important consideration. The findings expand previous developmentally-based investigations by showing that conceptions based on a unidirectional model of musical development, closely linked to chronological age, need to be refined to consider the diversity of social contexts and generative processes within which children???s musical cultures can be defined. The current study supports a modular conception of musical development allied with recent social reconstructions of childhood. Some substantiation of previously reported Western musical universals was found in the children???s production of a specific form of chant, and their ability to operate within meaningful musical units such as phrases. The thesis includes a discussion of practical and theoretical implications that arise from the findings. Several implications for the classroom are offered. Among the most important are that children???s musical constructions should be utilised as important components of planned teaching and learning experiences, because they are capable of producing sophisticated music if afforded the opportunity to do so. Careful observation of existing musical knowledge and its incorporation in teachers??? programming will facilitate an efficient and appropriate mode of teaching and learning, based on the needs and interests of the children. As the children were able to scaffold each other in the process of transmitting and acquiring musical knowledge, it appears advantageous to group them in mixed ages for at least some part of the week. However, without some intervention on the part of the teacher, it seems that they would likely rely on a fairly restricted collection of scaffolding behaviours. Additional research is recommended to determine the value of a number of strategies that can be used to meet the musical needs of preschool-aged children beyond the current research site. Indeed, the outcomes of the study question the importance of striving for a unidirectional model of musical development, immersed in the veil of teleology, and suggest that further research be undertaken in the area of children???s songs, which acknowledges the social agency of children, and their roles in their own musical cultures.
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Russel, Hartley Brenda. "Patterns of propleptic challenge in whole-class communication strategies : How language is used to optimise cognitive within the concept of Vygotsky's zone of proximal development (ZPD)." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531623.

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Lundberg, Johanna. "Förskollärarens roll i barnets språkutveckling : en jämförelse mellan Reggio Emilia-inriktningen och Vygotsky." Thesis, University of Skövde, Department of Computer Science, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-746.

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Inom området barnets utveckling borde pedagogiken och kognitionsvetenskapen samarbeta. Pedagogikinriktningen Reggio Emilia påstår bygga sin verksamhet på delar av bland annat Vygotskys teorier. I denna rapport utvärderas detta påstående utifrån frågan: Har förskollärarna inom Reggio Emilia-förskolan stöd hos Vygotskys teorier när det gäller deras roll i barnets vardagsspråkliga utveckling. Reggio Emilia-inriktningens och Vygotskys åsikter om språk och lärarens roll analyseras och jämförs med ett hermeneutiskt angreppssätt. Analysen visar att det finns skillnader mellan Reggio Emilia-inriktningens syn på förskollärarens roll när det gäller barnets vardagsspråkliga utveckling och Vygotskys teorier inom området. Trots skillnaderna visar ändå analysen att Reggio Emilia-inriktningen har fått stora influenser ifrån Vygotsky. Resultatet visar således att även om stödet från Vygotskys teorier inte är hundraprocentigt så finns det där. Undersökningen visar också att pedagogiken och kognitionsvetenskapen kan samarbeta framgångsrikt.

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Golden, Anna Mary. "Making the Forest Together: Young Children Represent a Shared Experience in Clay." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1184.

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This thesis examines the strategies young children use to develop a common set of goals when collaborating on a group art work. Teachers at Sabot School spend a great deal of time in discussion of children's group work. By concentrating on one project in my preschool classroom, I reached a greater understanding of the way children work together on a group project. This understanding enriched my practice of teaching so that I could become a better facilitator of similar projects in the future. The information is valuable to me and the other Sabot School teachers when planning future group projects, especially when discussing strategies for supporting children's group processes. It is also be of value to teachers and education students who are interested in learning about the Reggio Emilia approach in American classrooms, social constructivism in the classroom, and the possibilities of art in early childhood. In this project, my four and five year old students worked together to create a clay sculpture of a wild area outside the playground fence at our school. I was interested in the way I could support this group project using Vygotsky's idea of the Zone of Proximal Development (ZPD). In the ZPD a child can accomplish tasks they are not developmentally ready to master if they have the support of a teacher or more skilled peer. This study revealed that children and teachers can use words and actions to support cognitive as well as social-emotional learning while working together.
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Agulhas, Ronald. "The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7756_1355407161.

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South Africa had a change in government and in education after the 1994 elections. A new curriculum was introduced and some of the underlying critical outcomes were to develop the learners to become critical thinkers. The methodology by which to teach these outcomes was not clear. An intervention programme, Philosophy for Children (P4C) is used in some countries across the world to promote thinking. Research across the world has shown that this programme has the ability to enhance the cognitive abilities of learners exposed to it. Stories for Thinking (SFT) is an intervention programme based on the principles of Philosophy for Children and was introduced in some schools in an Education District of the Western Cape. This study investigates the perceptions of Intermediate Phase educators about the implementation of Stories for Thinking in this Education District. Educators were asked their strengths and challenges of the approach, their way of using it and the support they received. A qualitative research method was used and data were gathered to answer the research questions by means of questionnaires and interviews. Research findings indicate that educators perceived that Stories for Thinking was able to enhance the reading ability of the learners, it showed a significant improvement in their confidence levels, and a positive change in their general behaviour. Language was seen as a barrier to learning, but the evidence indicates that the community of inquiry can be used as a tool to overcome some of the barriers. It seems as if educators valued the support from the project leaders. It is concluded that this kind of intervention programme is worth introducing as long as all the role-players play their part and the setting is conducive.

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Spear, Ellinwood Karen Courtenay. "Re-Conceptualizing the Organizing Circumstance of Learning." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202698.

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This study explores the web-navigation practices of adult learners in higher education and re-conceptualizes the concept of the organizing circumstance of self-managed learning, originated by Spear and Mocker (1984). The theoretical framework draws on funds of knowledge theory from a cultural historical perspective and elaborates a Vygotskian concepts of learning and development by introducing the notion of the distal object and the zone of distal development. The study employed a mixed methods design with an embedded multiple-case study involving half of the twelve participants using a new technology for self-managed learning called Zonebee. Zonebee recorded participants' web navigation, known as Zonebee Trails, providing quantitative data for analysis. Surveys were administered, namely the Metacognitive Awareness Inventory (Schraw&Dennison, 1994), the Index of Learning Styles Inventory (Soloman&Felder, 1986), a survey of technology use (created for this study) and a set of demographic questions. Eleven of the twelve participants also provided interviews in which they described their self-managed learning practices.Findings contradicted the premise in the literature that the learning environment fortuitously determines the learning experience. Participants primarily relied on the internet and computer to manage their learning and made deliberate choices about which tools to use depending upon the purpose of the constituent process of self-managed learning in which they were engaged (assessing, planning, implementing, monitoring, evaluating or producing). Zonebee Trails evidenced participants' engagement in considerable planning before generating focused queries to locate specific materials. Thus, this study suggests that the organizing circumstance operates, not through happenstance alone, but through the confluence of four factors influencing the direction the learner takes: funds of knowledge for learning; learning demands (proximity of the learning object, proximal or distal), conditions for learning (affordances for and constraints on learning); and motivation or purpose of activity. The re-conceptualized organizing circumstance of learning, then, offers a methodological and theoretical way to redefine context and understand how learners manage their own learning.
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Aschermann, Jennifer Leigh. "Children Teaching and Learning in Peer Collaborative Interactions." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31893.

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This study focused on peer teaching and learning in preschool children's peer collaborative interactions. The research took place in the naturalistic setting of a preschool classroom at the Virginia Tech Child Development Laboratory, which is a university-based preschool in Blacksburg, Virginia. The children were videotaped in their collaborative interactions and the interactions were analyzed for moments of teaching and learning between the children. The study found that children use a variety of verbal and non-verbal teaching strategies when collaborating with each other. Children's learning from the interactions was exhibited through many forms of modeling, reciprocation, and exchange of ideas.
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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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Books on the topic "Vygotsky's 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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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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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203062937.

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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203052716.

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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2011.

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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Lawrence Erlbaum, 1994.

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Carruthers, Peter. Language in Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0016.

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The article discusses the ways in which natural language might be implicated in human cognition. The Soviet psychologist Lev Vygotsky developed his ideas on the interrelations between language and thought, both in the course of child development and in mature human cognition. One of Vygostky's ideas concerned the ways in which the language deployed by adults can scaffold children's development, yielding what he called a ‘zone of proximal development’. He argued that what children can achieve alone and unaided is not a true reflection of their understanding. Vygotsky focused on the overt speech of children, arguing that it plays an important role in problem solving, partly by serving to focus their attention, and partly through repetition and rehearsal of adult guidance. Clark draws attention to the many ways in which language is used to support human cognition, ranging from shopping lists and post-it notes, to the mental rehearsal of remembered instructions and mnemonics, to the performance of complex arithmetic calculations on pieces of paper. Researchers have claimed that animals and pre-verbal infants possess a capacity for exact small-number judgment and comparison, for numbers up to three or four. There is also some evidence that natural language number-words might be constitutive of adult possession and deployment of exact number concepts, in addition to being developmentally necessary for their acquisition.
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Attwell, Graham. Searching, Lurking, and the Zone of Proximal Development (e-learning in small and medium enterprises in Europe). Edited by Graham Attwell. Pontydysgu (UK), 2007.

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Spielman-Davidson, Sylvia Justina. Collaborative dialogues in the zone of proximal development: Grade eight French immersion students learning the conditional tense. 2000.

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Book chapters on the topic "Vygotsky's Zone of Proximal Development"

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van der Veer, René. "Demystifying Vygotsky’s Concept of the Zone of Proximal Development." In Recent Research in Psychology, 389–97. New York, NY: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-9688-8_38.

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Smagorinsky, Peter. "The Social Construction of Data in the Zone of Proximal Development." In Vygotsky and Literacy Research, 49–74. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-696-0_3.

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Poehner, Matthew E. "The Zone of Proximal Development and the Twin Poles of Teaching and Assessing in Vygotsky’s Developmental Education." In Creative Dimensions of Teaching and Learning in the 21st Century, 151–61. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-047-9_14.

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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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Conference papers on the topic "Vygotsky's Zone of Proximal Development"

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Reynoso, Luis, Sergio Romero, and Fernando Romero. "Towards a formal model of the pedagogic discourse and the Zone of Proximal Development (ZPD) of Vygotsky." In 2012 11th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2012. http://dx.doi.org/10.1109/icci-cc.2012.6311201.

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White, Emily. "Applying empirical learning progressions for a holistic approach to evidence-based education: SWANS/ABLES." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_6.

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Abstract:
Learning progressions have become an increasing topic of interest for researchers, educational organisations and schools as they can describe the expected pathway of learning within a content area to allow for targeted teaching and learning at all levels of ability. However, there is substantial variation in how learning progressions are developed and to what extent teachers can use them to inform their practices. The ABLES/SWANS tools (Students with Additional Needs/Abilities Based Learning and Education Support) are an example of how an empirical learning progression can be applied to support teachers’ ability to not only target teaching to a student’s zone of proximal development (Vygotsky, 1978), but also to plan, assess, and report on learning. Across Australia, these tools are used to help of thousands of teachers of students with disability to make evidence-based teaching and learning decisions and demonstrate the impact of their work with students. This approach, which scaffolds student achievement towards goals informed by an empirical learning progression, combined with reflective teaching practices, can help teachers to develop their capacity as professionals and provide the most effective teaching and learning for every student, regardless of the presence of disability or additional learning need.
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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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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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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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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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