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Educators of every stripe are too often guilty of adopting the latest cool idea heard at a conference in the belief that they have found what works best for student learning. Implementing the latest idea, without thoughtful consideration, can do more harm than good. 相似文献
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Lynne Vernon‐Feagans Kathleen Gallagher Marnie C. Ginsberg Steve Amendum Kirsten Kainz Jason Rose Margaret Burchinal 《Learning disabilities research & practice》2010,25(4):183-193
With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non‐struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one‐on‐one sessions in the classroom. Intent‐to‐treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities. 相似文献
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Margaret Bondfield 《Religious education (Chicago, Ill.)》2013,108(4):240-241
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Margaret E. Gredler 《Educational Psychology Review》2012,24(1):113-131
Determining the capability of Vygotsky’s cultural–historical theory to fulfill key functions of educational theory (such as
revealing the complexity of apparently simple events) has been hindered primarily by the following factors: (a) inaccurate
information about a minor discussion, the zone of proximal development (ZPD), attracted attention early on and became identified
as a major aspect of his theory; (b) the unavailability of accurate translations of his complete theory for several years;
and (c) the lack of key information in popular discussions of Vygotsky’s work on scientific (subject matter) concepts, a major
factor in cognitive development. This article first describes the original misconception of the ZPD, current extrapolations,
and discrepancies between Vygotsky’s thinking and those views of the ZPD. Then the pivotal role of subject matter concepts
in cognitive development, their relationship to logical thinking, and levels of thinking (pseudoconcepts, preconcepts, true
conceptual thinking) are discussed. Implications for education include (a) rethinking classroom practices (accurately assessing
the ZPD, collaborative learning in the classroom), (b) providing a sound rationale for reducing the proliferation of content
requirements, and (c) refuting the practice of introducing abstract ideas and complex intellectual capabilities in the early
grades. Issues in constructing curricula according to Vygotsky’s perspective are also discussed. 相似文献