As the only text of its kind, this book provides in-depth information about Vygotsky's theories, neo-Vygotskians' findings, and concrete explanations and strategies that instruct teachers how to influence student learning and development. Key changes to this edition include a new chapter on dynamic assessment, separate and expanded chapters on developmental accomplishments of infants and toddlers, preschool/kindergarten, and primary grades and on supporting those accomplishments, and elaborations of Vygotsky's ideas from neo-Vygotskians from Russia. FEATURES: Written for the beginning student, the book provides a clear discussion of Vygotskian principles including...a historical overview and a complete chapter on the “Zone of Proximal Development,” (ZPD). Each section of the book builds on the other...framework, strategies, and applications of the Vygotskian approach. The work of Vygotsky is compared in a fair and balanced way with the work of Piaget. Examples and activities have been class-tested in a variety of classroom environments including a Head Start program, private preschool, and in the Denver Public Schools.
The Lost Tools of Learning and the Mind of the Maker
The essence of powerful mantras such as: Guru Mantra, Gayatri Mantra Ganapati Mantra, Maha Mrityunjaya Mantra Shanti Mantra and many more Mantras have been close to the heart of Hinduism since time immemorial. For too long, taboos and restrictions have made the lay person, the ordinary individual and the uninitiated seeker slightly wary of this potent talisman that has been left for our benefit by the ancient rishis of India. In this book, JP Vaswani demystifies mantras of their abstraction and esoteric aspects and brings them closer to us for our use. He has chosen to share some of his own favourite mantras, in his characteristically lucid and eloquent expositions about the significance of each. Also included in the book are answers to questions on the use of mantras and their effects. His wisdom, his insights and his profound scholarship are freely offered to us so that we may move onward, forward, Godward! JP VASWANI was one of the leading spiritual luminaries of India. A gifted writer and brilliant orator, Dada, as he was lovingly called, addressed distinguished audiences worldwide on love, faith, joy and peace. He was the recipient of several honors, including the prestigious U Thant Peace Award. He penned over 80 books and many of them have been translated into various foreign languages.
Most managers, scientists, researchers and other professionals gained during their school and university education a wide background knowledge and thorough training in their specific fields of science or technology, but were not taught how to study or work efficiently. This book describes the basic techniques and methods of intellectual work: - the organization of one's own work-place - the traditional and modern methods of text processing - in particular the practical use of a word processor by a professional for more challenging tasks than simple typing of business correspondence - personal computing by means of pocket calculators, personal computers and terminals - some basic techniques and methods of graphical presentation - techniques of communication by traditional and new means, including electronic mail and computer-conferencing.
The Lost Tools of Learning and the Mind of the Maker
This compilation unites two of Dorothy L. Sayers best writings about the proper education of Christian children. Written in the 1940s, these influential documents were published at the time that Sayers was at her height as a popular writer of fiction. Well-known in England and abroad as a talented and bestselling author, it was during maturity that Sayers decided the time was right to share and publish her views on Christian education. Sayers discusses a number of different topics relevant to a healthy moral and spiritual education ranging from primary school age to university level. She proposes a number of tenets and rules to be carried by schools and colleges, that students may acquire a mindful and responsible attitude both to God and to others in the world. The views delivered in the texts are enforced by relevant quotations of writers and poets who wrote with Christian overtones, such as Goethe and T. S. Eliot. Mindful of the nature of children and young people, Sayers does not advocate an oppressive or forceful kind of education, but one which nurtures pupils' inner talents and creativity. As a woman who lived by her talents for expression and by the Christian virtues, Sayers is eager that students of future generations be given the greatest chance to succeed in much the same fashion she did. The opinions Dorothy Sayers gave in these two works were influential in education, with many schools around the USA and UK - both private and state funded - taking inspiration from them. Today, they remain a relevant and worthwhile read for parents, educators and Christian believers.
Tools of the Mind Kindergarten Introduction Background and Theory Manual
Engineering Graphics: Tools for the Mind is a comprehensive engineering textbook that combines hand sketching, audio/video presentation, and an engineering graphics digital reference book into a single textbook. All audio/video presentations and the engineering graphics digital reference book are contained in a single DVD bundled with the textbook. Engineering Graphics: Tools for the Mind is made up of eight sections. Each section starts with an explanation of the topic covered and is followed by hand sketching exercises for the student to complete. All 76 sketching exercises found in the textbook are printed on perforated paper making it easy for students to turn in for review. The textbook covers the following topics: Lettering Sketching Orthographic Projection Isometric Drawings Oblique Drawings Auxiliary Views Sections Dimensioning
The purpose of this research is to examine the efficacy of "Tools of the Mind". Specifically, the aims of the research are to: (1) Evaluate the short- and long-term outcomes of Tools of the Mind, designed to promote school readiness for Latino preschoolers who are English Language Learners and at risk for later school difficulties; (2) Examine the impact of "Tools of the Mind" on teachers' usage of key teaching strategies' for promoting ELLs' school readiness outcomes; and (3) Test a meditational model that investigates the impact of teachers' usage of the key teaching strategies specified in Aim 2 on children's school readiness outcomes. This presentation will share information about the design of the study and initial data on children's teachers, as child data collection is currently underway.
Experimental Evaluation of the Tools of the Mind Pre K Curriculum Fidelity of Implementation Technical Report Working Paper
The "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum" study was designed to compare the effectiveness of the "Tools of the Mind" ("Tools") curriculum to the curricula the school system is currently using in enhancing children's self-regulation skills and their academic preparation for kindergarten. In addition, compared was the effectiveness of each into kindergarten and first grade. The research plan in 2010-11 (Cohort 1) and 2011-12 (Cohort 2) involved assessing the consented children in both "Tools" and "Comparison" classrooms at the beginning and end of the school year using a variety of self-regulation tasks and child achievement measures. Each classroom was also observed three times during the year using multiple measures designed to capture the differences between classrooms using Tools and those using other curricula. The evaluation involved two cohorts of children. Cohort 1 included the four Tennessee school systems and Guilford County Schools in North Carolina with children from 60 classrooms ("Tools" = 32) in 45 schools ("Tools" = 25). Cohort 2 included Alamance-Burlington School System in North Carolina with children from 20 classrooms ("Tools" = 10) in 12 schools ("Tools"= 5). "Tools of the Mind" is a complex and dynamic curriculum with a specific sequence of preschool activities designed to develop children's ability to learn, as well as direct content knowledge, across the school year, with this sequence varying to some extent upon the strengths of the students within the classroom. At the time this project began, there were 62 activities but no developed measure of fidelity of implementation for the curriculum in this version. Project staff and the curriculum developers and trainers participated in a series of meetings to discuss (1) the important aspects of the curriculum that set it apart from other early childhood curricula; (2) how these characteristics could be measured or quantified; and (3) once measured, what implementation with fidelity would look like. This report focuses on vertical fidelity, or measures of fidelity designed to differentiate among classrooms enacting "Tools." Also collected was other data designed to measure horizontal fidelity, or the aspects of the curriculum thought to differentiate classrooms using "Tools" from those using another curriculum. The report offers a conclusion and future directions. [For the full technical report: "Experimental Validation of the Tools of the Mind Prekindergarten Curriculum," see ED574842.].
Experimental Evaluation of the Tools of the Mind Preschool Curriculum
The aim of the "Tools of the Mind" prekindergarten curriculum is to enhance children's executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of "Tools" in achieving this aim, the authors are conducting a longitudinal randomized experiment to answer the following questions: (1) Do children in "Tools of the Mind" classrooms improve more in literacy, math, social skills, and behavior problems during the preschool year than children in "business as usual" control classrooms? Are those gains sustained through kindergarten and first grade?; (2) Do children in "Tools of the Mind" classrooms show greater gains in executive function than children in the control classrooms? Do those gains mediate the curriculum effects on literacy, math and social skills outcomes?; and (3) Are there differential effects of "Tools of the Mind" associated with characteristics of the children or the classrooms? Four school districts in Tennessee and two in North Carolina participated in the study. The authors' results show that there were no significant treatment effects on any of their outcome variables. Students in "Tools" classrooms performed about equally well on all outcome variables, including the executive function measures, after receiving a year of the curriculum as students who received the usual preschool curriculum. Similarly there were no differences between the two sets of classrooms in teacher ratings of social and behavioral competence. In addition, the "Tools" curriculum did not appear to result in significantly better outcomes for any student subgroups (i.e., ELL, ethnic groups, gender) when compared to the control condition. Gains on all outcomes were observed across the preschool year in both "Tools" and comparison classrooms. (Contains 2 tables.).