Introduction to Vygotsky’s “The Dynamics of the Schoolchild’s Mental Development in Relation to Teaching and Learning”

2011 ◽  
Vol 10 (2) ◽  
pp. 195-197 ◽  
Author(s):  
Alex Kozulin
Keyword(s):  
Teaching And Learning ◽  
Dynamic Assessment ◽  
Mental Development ◽  
Pivotal Role ◽  
Current Generation ◽  
Cognitive Education

Here, we present to Journal of Cognitive Education and Psychology readers the first in a series of “Classical Articles.” The purpose of this series is to reprint some of the articles that have played pivotal role in the development of the field of dynamic assessment and cognitive education. Some of these articles never appeared in English, and others were published in already defunct journals or proceedings. It seems important to make the current generation of researchers familiar with these texts so that our theoretical discussions can be carried out with full awareness of what has been done before us and how the classics of our field articulated their ideas.

scholarly journals A Comparative Study of Quranic Lectures of Dr.Mahmood Ahmad Ghazi and Maulana Dr. Sher Ali Shah

Fahm-i-Islam ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 103-120
Author(s):  
Dr. Saeed Ul Haq Jadoon ◽  
M. Saeed Shafiq
Keyword(s):  
Comparative Study ◽  
Teaching And Learning ◽  
Pivotal Role ◽  
International Level ◽  
Modern Age ◽  
The People ◽  
Holy Quran ◽  
The Holy Quran ◽  
Modern Era

The teaching and learning of Quran is a great blessing that is why the Islamic scholar have played a pivotal role in this regard. They also intensified their efforts immensely in publishing of Quranic knowledge. Allah took great services of Quranic words and meanings fromUlama and Islamic Researchers. The modern age due to specialization which were introduced in the Holy Quran, among these one is Quranic lectures. The monumental scholars, Researchers and the experts of Quranic Knowledge deliver lectures on different subjects from which general and specific people take advantage equallly. This kind of teaching adopted the shape of permanent Art in the modern era. Dr. Mahmood Ahmad Ghazi and maulana Dr. Sher Ali Shah were also international level scholars and researchers, who were called upon by the people for Quranic lectures in country and foreign. The Quranic lectures delivered by Dr Mahmood Ahmad Ghazi and Dr.Sher Ali Shah were very beneficial for Quranic students and scholars. In this Article we discuss Comparative Study of Quranic lectures of Dr. Mahmood Ahmad Ghazi and Molana Dr. Sher Ali Shah

Teacher-Principal Trust

2020 ◽  
Author(s):  
Ismail Hussein Amzat
Keyword(s):  
Teaching And Learning ◽  
School Principal ◽  
Pivotal Role ◽  
School Teaching ◽  
Trust In Schools ◽  
Principal Trust ◽  
The Impact

Trust is the keystone to creating enduring relationships and interconnectedness among people. Trust also plays a pivotal role in human social and organizational interactions. Trust is needed for any organization to create good networks. It is an impetus for cressating relationships with employees, as well as for building healthy societies. To be trusted in an organization, a leader such as a school principal must possess integrity, truthfulness, and transparency. Therefore, when defining trust, the role of trust in schools and what a school principal must do to be trusted by teachers should be explored. It is worth knowing what a trusting principal does or means to a school and the impact on a school, teaching, and learning.

Mediated Learning Experience and Cognitive Modifiability

2013 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
David Tzuriel
Keyword(s):  
Peer Mediation ◽  
Learning Experience ◽  
Dynamic Assessment ◽  
Teaching Style ◽  
Mediated Learning ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Research Findings ◽  
Mediated Learning Experience ◽  
The Impact

The focus of this article is on the effects of mediated learning experience (MLE) interactions on children’s cognitive modifiability. In this article, I discuss the MLE theory, and selected research findings demonstrating the impact of MLE strategies in facilita ting cognitive modifiability. Research findings derive from mother–child interactions, peer-mediation and cognitive education programs. Mediation for transcendence (expanding) was found consistently as the most powerful strategy predicting cognitive modifiability and distal factors in samples of children with learning difficulties directly predict cognitive modifiability. Findings of peer-mediation studies indicate that children in experimental groups participating in the Peer Mediation with Young Children program showed better mediational teaching style and higher cognitive modifiability than children in control groups. Application of dynamic assessment as a central evaluation method reveals that the contribution of the cognitive education program was not simply supporting the development of a particular skill practiced during the program; it also involved teaching children how to benefit from mediation in a different setting and consequently improve their cognitive performance across other domains.

ORAL LITERATURE AS CARRIER OF EDUCATION AND AESTHETICS: EXAMPLES FROM DIOP’S TALES OF AMADOU KOUMBA AND KNAPPERT’S MYTHS AND LEGENDS OF THE CONGO

Imbizo ◽  
2017 ◽  
Vol 6 (1) ◽  
pp. 51-57
Author(s):  
Aleck Mapindani
Keyword(s):  
Pivotal Role ◽  
Visual Images ◽  
Critical Survey ◽  
Oral Literature ◽  
Current Generation ◽  
Historical Past

Oral literature has for African societies become the bank of knowledge that emerges from the historical past to present generations. In a sense, it has become instrumental in transmitting society’s moral codes, beliefs and customs as well as its views on aesthetic phenomena. Thus, a remarkable array of animal characters, proverbs, songs and visual images play a pivotal role by indirectly attacking the nasty practices of society, and at the same time luring the current generation into extracting a wealth of wisdom that lies embedded in the values of its beautiful past. In this paper, a critical survey of Diop’s Tales of Amadou Koumba and Knappert’s Myths and Legends of the Congo shows how oral literature, through descriptions of either punishment for societal misbehavers or rewards for those who behave well, is instrumental in bringing to light not only the evil practices of society but also the accepted codes of communal behaviour.

Dynamic Testing and Individualized Instruction: Helpful in Cognitive Education?

2013 ◽  
Vol 12 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Wilma C. M. Resing
Keyword(s):  
Standardized Test ◽  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Educational Practice ◽  
Potential Usefulness ◽  
Principal Characteristic ◽  
Group Instruction ◽  
Cognitive Education ◽  
The Individual ◽  
Assessment Context

An important theme in educational practice is to tailor instruction to the individual needs of children. Particular forms of group instruction may be effective for specific children; other children will profit most from a more individual approach. The contribution aims to focus on the question whether such tailored forms of instruction can be found in a dynamic assessment context and explores the potential usefulness of dynamic testing and instruction for cognitive education. The principal characteristic of dynamic testing or assessment is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during intervention. Although it has been claimed that such approaches may have more to offer to psychologists or educationists than traditional standardized test outputs, not all approaches are suitable for this aim. This article focuses on the potential usefulness of the outcomes of the graduated prompts approach in dynamic testing and instruction. It can be concluded that a combination of both dynamic procedures is a very promising one, which needs further exploration in the future.

Current Views on Cognitive Education: A Critical Discussion and Future Perspectives

2013 ◽  
Vol 12 (1) ◽  
pp. 108-124 ◽  
Author(s):  
Marco G. P. Hessels ◽  
Christine Hessels-Schlatter
Keyword(s):  
Scientific Literature ◽  
Dynamic Assessment ◽  
Critical Discussion ◽  
Future Perspectives ◽  
Cognitive Education ◽  
The Future ◽  
Weak Points

This article is, first of all, a synthesis of the various views on cognitive education (CE) as presented by the guest authors of this issue, and it is also a critical discussion of the field. We discuss how Sternberg’s initial 5 questions were addressed by the authors, and we place these within the larger framework of the scientific literature on CE, metacognition, and dynamic assessment (DA). We try to unveil the strong and weak points of the various approaches, and we discuss some perspectives for the future.

Dynamic Assessment: Progress, Problems, and Prospects

2009 ◽  
Vol 8 (3) ◽  
pp. 228-237 ◽  
Author(s):  
Yuriy V. Karpov ◽  
David Tzuriel
Keyword(s):  
Critical Points ◽  
International Association ◽  
Dynamic Assessment ◽  
Cognitive Education ◽  
20Th Anniversary

The authors proceed from the presentations at the 20th anniversary conference of the International Association for Cognitive Education and Psychology (IACEP), “Dynamic Assessment: Progress, Problems, and Prospects,” to present their reflections on the major issues of dynamic assessment (DA). Among the topics discussed are the following: what DA actually assesses, how DA informs instruction and intervention, and if mediation should be grounded in the students’ culture. The authors also respond to some of the critical points raised against DA and discuss progress and prospects in the field of DA. Les auteurs utilisent les présentations de la Conférence du vingtième anniversaire de l’IACEP « évaluation dynamique: progrès, problèmes et perspectives » pour présenter leurs réflexions sur les résultats importants touchant l’évaluation dynamique. Les thèmes discutés sont les suivants: qu’est-ce que l’évaluation dynamique évalue vraiment? Comment l’évaluation dynamique informe-t-elle sur l’instruction et l’intervention? La médiation doit-elle s’ancrer dans la culture des élèves? Les auteurs répondent aussi à quelques critiques dirigées contre l’évaluation dynamique et discutent des progrès et des perspectives dans le champ de l’évaluation dynamique. Die Autoren gehen von den Darbietungen auf der 20. Jubiläumskonferenz der IACEP mit dem Motto “Dynamische Diagnostik: Fortschritt, Probleme und Aussichten” aus, um ihre Überlegungen zu wesentlichen Themen der dynamischen Diagnostik (DA, Dynamic Assessment) vorzustellen. Darunter sind die folgenden: Was DA wirklich erfasst, welch informativer Wert DA für Unterricht und Intervention zukommt, und ob Mediation in der Kultur des Lerners begründet sein sollte. Die Autoren beantworten auch einige kritische Einwände gegen DA und diskutieren Fortschritt und Perspektiven in diesem Gegenstandsbereich Los autores exponen las presentaciones de la Conferencia celebrada con motivo del 20 Aniversario de la IACEP sobre la “Evaluación Dinámica: Desarrollo, Problemas y Perspectivas” cuyo propósito es la presentación de su propias reflexiones acerca del estado actual de la Evaluación Dinámica (DA). Los principales tópicos que se analizan son: qué evalúa realmente la Evaluación Dinámica, cómo la Evaluación Dinámica ilumina la instrucción y la intervención, y si la mediación debería basarse en la cultura de los estudiantes. Los autores también responden a algunos de los puntos críticos que emergen contra la Evaluación Dinámica, e igualmente discuten su desarrollo y las perspectivas. Gli autori a partire dalle presentazioni fatte in occasione del 20° Anniversario della Conferenza IACEP “Valutazione Dinamica: progressi, problemi e prospettive” continuano le loro riflessioni sulle principali questioni della Valutazione Dinamica (DA). Tra gli argomenti discussi vi sono: che cosa la DA in realt à valuta, come la DA fornisce istruzioni e modalit à di intervento, se la mediazione debba essere ancorata alla cultura dello studente. Gli autori rispondono anche ad alcuni punti critici sollevati contro la DA e discutono i progressi e le prospettive nel campo della DA.

scholarly journals Issues, Challenges, and Future Directions for Multilingual Assessment

2020 ◽  
Vol 11 (6) ◽  
pp. 914
Author(s):  
Yangting Wang ◽  
Shikun Li
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Dynamic Assessment ◽  
Linguistically Diverse ◽  
Future Directions ◽  
The Past ◽  
Diverse Backgrounds ◽  
Research Gap ◽  
K 12

Multilingual teaching and learning practices are often implemented in K-12 classrooms. However, issues related to multilingual assessment are rarely investigated. With the growing population of multilingual learners in the classroom, there is a great need to understand what multilingual assessment is and how to assess students who come from culturally and linguistically diverse backgrounds. The current study attempts to fill the research gap by reviewing the assessment literature over the past 15 years on multilingualism. We summarize and synthesize three main themes: 1) issues related to multilingualism, 2) difficulties, and challenges of multilingual assessment, and 3) approaches to assessment for multilingualism. We further divide the third theme into five subcategories: ideological shift, new ways of measuring English language proficiency, translanguaging-based assessment, dynamic assessment, as well as incorporating qualitative research. The study introduced the challenges of implementing multilingual assessment, offers an overview of the different approaches, and calls for more work to be conducted using the approaches.

What Is Cognitive Education? The View From 30,000 Feet

2013 ◽  
Vol 12 (1) ◽  
pp. 26-44 ◽  
Author(s):  
H. Carl Haywood
Keyword(s):  
Special Education ◽  
Cognitive Development ◽  
Intrinsic Motivation ◽  
Teaching And Learning ◽  
School Achievement ◽  
Logical Thinking ◽  
Education Programs ◽  
Evaluation Strategies ◽  
Cognitive Education ◽  
Program Characteristics

Cognitive education is defined and described according to aspects that are common to various curricula and programs as well as aspects that vary across programs. Its most basic and universal characteristic is its focus on processes of systematic logical thinking and especially the application of basic tools of learning. The application of fundamental cognitive and metacognitive concepts in teaching and learning is described with examples. Selected curricula, programs, and approaches are listed and briefly characterized. Criteria for evaluating cognitive education programs are proposed, and some examples of successful evaluation strategies are given. Evaluation of effectiveness across different cognitive education programs shows effects on cognitive development, IQ, school achievement, intrinsic motivation, and reductions in referral to special education, although such effects depend on age of learners, specific program characteristics, and effectiveness criteria.

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