title: Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context

authors: Balakrishnan, Vishalache

subjects: Zone of Proximal Development

abstract: This article explores Vygotsky’s concept of the Zone of Proximal Development (ZPD) in the Malaysian context to support local reform of the Moral Education (ME) classroom. Small groups of students in three different types of school were involved in a participant action research (PAR) project. Such classrooms in Malaysia bring together students from various ethnicities aligned with Hindu, Confucian and Christian beliefs and understandings. Using the Malaysian multicultural ME classroom as a case study, we offer some examples of group conversations around moral dilemmas that illustrate ways that collaborative processes beyond the individual might expand an individual student’s ZPD and the consensual as well as divergent views of each group as a whole. This suggests possibilities for an extension of the ZPD into a zone of collaborative development (ZCD).

text: Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context This article explores Vygotsky’s concept of the Zone of Proximal Development (ZPD) in the Malaysian context to support local reform of the Moral Education (ME) classroom. Small groups of students in three different types of school were involved in a participant action research (PAR) project. Such classrooms in Malaysia bring together students from various ethnicities aligned with Hindu, Confucian and Christian beliefs and understandings. Using the Malaysian multicultural ME classroom as a case study, we offer some examples of group conversations around moral dilemmas that illustrate ways that collaborative processes beyond the individual might expand an individual student’s ZPD and the consensual as well as divergent views of each group as a whole. This suggests possibilities for an extension of the ZPD into a zone of collaborative development (ZCD).

year: 2012

title: Temporal Stimulus Generalization in Humans

authors: Hay, Louise

subjects: Temporal

abstract: Two experiments investigated temporal generalization in humans using a computer based task which presented red dots with a range of lines at different angles and durations.  After training with a standard S+ stimulus duration, generalization testing commenced with an asymmetrical series of presentations of lines of varying angles and durations.  
Experiment 1 had four conditions, with a standard S+ duration being the presentation of a red dot for a fixed duration.  Two of the conditions had the addition of the line tilt.  In Experiment 1, 11 participants produced a peak shift effect in all four conditions.  
Experiment 2 was the same as Experiment 1 except that there were two conditions.  Condition 2 was the same as Condition 1 except that the participants were given a verbal instruction to think of the line tilt as if hands on a clock.  All 9 participants produced a peak shift effect in both conditions.
In Experiment 2, the effect of categorising the stimuli and in turn changing the stimuli from a continuous dimension to discrete stimuli (one in which could be labelled) and the verbal instruction of to think of the line tilt as if hands on a clock did not have an effect on the peak shift as predicted.   
The results for both experiments were in accordance with predictions of adaptation level theory.

text: Temporal Stimulus Generalization in Humans Two experiments investigated temporal generalization in humans using a computer based task which presented red dots with a range of lines at different angles and durations.  After training with a standard S+ stimulus duration, generalization testing commenced with an asymmetrical series of presentations of lines of varying angles and durations.  
Experiment 1 had four conditions, with a standard S+ duration being the presentation of a red dot for a fixed duration.  Two of the conditions had the addition of the line tilt.  In Experiment 1, 11 participants produced a peak shift effect in all four conditions.  
Experiment 2 was the same as Experiment 1 except that there were two conditions.  Condition 2 was the same as Condition 1 except that the participants were given a verbal instruction to think of the line tilt as if hands on a clock.  All 9 participants produced a peak shift effect in both conditions.
In Experiment 2, the effect of categorising the stimuli and in turn changing the stimuli from a continuous dimension to discrete stimuli (one in which could be labelled) and the verbal instruction of to think of the line tilt as if hands on a clock did not have an effect on the peak shift as predicted.   
The results for both experiments were in accordance with predictions of adaptation level theory.

year: 2014

title: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents

authors: Paki, Helen Mary

subjects: Alcohol

abstract: Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

text: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

year: 2010