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Research article

First published 2025-11

Deepening Vygotsky’s legacy: Funds of Knowledge and reading research involving bilinguals with and without disabilities / Profundizando en el legado de Vygotski: Fondos de Conocimiento e investigación sobre la lectura en personas bilingües con y sin discapacidades

Patricia Martínez-Álvarez, Eddie Rivero, Suma Cheru

Studies in Psychology: Estudios de Psicología

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Research article

First published 2015-4

Cooperative-Based Learning and the Zone of Proximal Development

Timothy C. Clapper

Simulation & Gaming

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Research article

First published 1999-02

Dialogue,Difference and Voice in the Zone of Proximal Development

J. Allan Cheyne, Donato Tarulli

Theory & Psychology

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Research article

First published 2012-1

Promoting sociolinguistic competence in the classroom zone of proximal development

Remi A. van Compernolle, Lawrence Williams

Language Teaching Research

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Research article

First published 2023-2

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Joseph Reginard Milinga, Jaquiline Amani, Suitbert Emil Lyakurwa

Journal of Advanced Academics

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Research article

First published 2025-3

Using Trentham’s principle of inverse consistency to vet models of human development for use in Christian educator preparation programs

Jill Swisher, Lori Doyle

International Journal of Christianity & Education

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Research article

First published 2000-04

What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals

Hossein Nassaji, Alister Cumming

Language Teaching Research

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Research article

First published 2014-12

Scaffolding Collective Engagement

Debra K. Meyer, Dennis W. Smithenry

Teachers College Record: The Voice of Scholarship in Education

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Research article

First published 1996-02

The Transference and the Zone of Proximal Development

Arnold Wilson, Lissa Weinstein

Journal of the American Psychoanalytic Association

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Research article

First published 2013-7

Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom

Kristin J Davin

Language Teaching Research

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