The Zone of Proximal Development

Zaretsky, V K

doi:10.2753/rpo1061-0405470604

Cited by 67 publications

(16 citation statements)

References 2 publications

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“…The informational supports that puppy raisers reported receiving from peers were in line with findings from research in educational settings [56][57][58]. Peer-teaching is one application of a scaffolded learning model [59], which highlights the importance of learning from those with higher ability but not exceeding the learner's 'zone of proximal development' [60]. The zone of proximal development is when the demands of the tasks lie between the learner's actual ability and a slightly higher but still achievable level of competency.…”

Section: Informational Supportsupporting

confidence: 78%

Raising an Assistance Dog Puppy—Stakeholder Perspectives on What Helps and What Hinders

Loc

Howell

Benton

et al. 2020

Animals

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Assistance dog puppies live with their raisers for up to 16 months before entering advanced training and, hopefully, becoming qualified to help people with a disability. Almost half of the puppies fail to meet the behavioural standards required for assistance dogs, and some puppy raisers produce more behaviourally favourable puppies than others. It is unclear what factors influence puppy-raising practice quality. To understand this, we interviewed 17 participants, including experienced puppy raisers (n = 8), provider organisation staff (n = 4), and those who have served both as puppy raisers and staff (n = 5). Results of a thematic analysis suggest three groups of influencing factors, namely intrapersonal factors, social support, and puppy characteristics. Intrapersonal factors such as expectations, competency, perseverance and passion were reported to influence puppy raisers’ experiences, puppy-raising quality, and continuity of service. Contextual factors such as availability of social support (informational and emotional supports) and less-demanding puppies both led to positive puppy-raising experiences, while the former also contributed to puppy raisers’ perceptions of competency. Future research should quantitatively examine the interrelationships of these factors concerning puppies’ behavioural development. Meanwhile, organisations could consider these factors when developing their recruitment and puppy-raiser support programs.

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Section: Informational Supportsupporting

confidence: 78%

Raising an Assistance Dog Puppy—Stakeholder Perspectives on What Helps and What Hinders

Loc

Howell

Benton

et al. 2020

Animals

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“…Vygotsky asserted that in social constructivism interactions, teachers help the learner to get to his or her own understanding of the content learning in an active manner. According to Zaretskii (2009), the teacher is the mediator in the learning process and is responsible for creating a conducive classroom environment to ensure that all learners are active participants in the learning process. In addition, Klob (1984) argued that concrete experience should be included as part of the learning process and requires learners to test their knowledge by acting upon the environment, thereby giving reliable and trustworthy knowledge.…”

Section: Theoretical Framework the Constructivist Theorymentioning

confidence: 99%

The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers

Ubah

2021

South African Journal of Childhood Education

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Background: Many teachers for different reasons recognise the teaching of fraction as a challenge. This research explored the teaching of fraction in Grade 5 by three experienced teachers (Ben, Greg and Will) in KwaZulu-Natal province, South Africa.Aim: The purpose of this study was to investigate the impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers.Method: Three teachers and 177 learners were purposively sampled for this study. Classroom observations, interview and fraction achievement test (FAT) were instruments used for data collection. Hence, this study employed a mixed method, where both quantitative and qualitative data sets were collected at the same time, and the data were analysed at the same time in order to discuss the findings.Results: The quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA), whilst the qualitative data were analysed in themes. The results showed that learners of teacher Ben performed significantly better than those of teachers Will and Greg. The findings revealed that a combination of good practices and appropriate use of multiple representations by teacher Ben improved his learners’ achievement in addition of fraction more than other learners taught by the other two teachers.Conclusion: The study recommends that mathematics teachers should endeavour to facilitate learners’ conceptual knowledge of fraction by using appropriate teaching approach in their instruction, namely, learner-centred approach, activity-based learning, use of mother tongue for clarity and use of multiple representations. This recommendation will improve learners’ knowledge and conceptual understanding of fraction and algebra in its entity.

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“…These data are important because they demonstrate the algorithms are optimistic, erring on the side of moving the student to a less restrictive environment rather than favoring more restrictive environments. Also, these data provide computational support for classroom decisions undertaken using the data from these analyses, which was to favor moving students into less restrictive environments as soon as they were approaching "ready", rather than waiting until everyone was certain the student or multiple students were ready and would succeed (this is analogous to the zone of proximal development; cf., Zaretskii, 2009). Efficacy of the K-means classifier across multiple runs are shown in Fig 7. An independent analysis taking the raw data used by the Regression Tree algorithm but using a different clustering algorithm was also performed.…”

Section: Student Allocation Using Academic Mainstreaming Decision Treementioning

confidence: 99%

Development and Implementation of a Mainstreaming Process to Transition Students from Self-Contained Special Education into General Education Placements

Hunsaker¹

2017

Preprint

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We developed a set of computational tools specifically to guide special education students back into general education. These tools include a decision tree to identify candidate students and elucidate successful placement in general education. Candidate students enter a 7-step process. In 2015-2016, we undertook a pilot implementation of these tools and facilitated the transition of 10 of 20 students from self-contained academic special education classrooms into general education placements. In 2016-2017, we extended this process to include 4 schools. 16 of 53 students from self-contained academic special education classrooms transitioned into general education placements. Extending the model district-wide, 9 of 26 students from behavior/SEL unit classrooms, and 9 of 9 students from Life Skills/SID classrooms transitioned into a general education placement. A high percentage of the remaining candidates received >50% of their day in general education classrooms and/or were placed in less restrictive self-contained classrooms. Overall, 54% of identified candidate students were able to access a less restrictive environment as defined by IDEIA. Further computational analyses using regression tree, unbiased hierarchal clustering, and support vector machine methods are presented to demonstrate the robustness of these methods by recapitulating the results.

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The Zone of Proximal Development

Cited by 67 publications

References 2 publications

Raising an Assistance Dog Puppy—Stakeholder Perspectives on What Helps and What Hinders

Raising an Assistance Dog Puppy—Stakeholder Perspectives on What Helps and What Hinders

The impact of different approaches to the teaching of Grade 5 fraction by three experienced teachers

Development and Implementation of a Mainstreaming Process to Transition Students from Self-Contained Special Education into General Education Placements

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