A Comparative Analysis of Conceptual Bases of Modern Educational Systems and Educational Practices (on the Example of Comparison of the System of Developmental Instruction and Reflective-Activity Approach)

The article is written in the framework of the research project of the Moscow state university of psychology and education "Development of a conceptual model of a new school". In this article, the authors attempt to start a comparative analysis of conceptual educational systems and practices that have common value and theoretical and methodological foundations and can become the basis for building the educational process within the framework of the project being developed. It is important to enrich understanding of how the principles of subjectness, cooperation, and development can be implemented on a school-wide scale through a comparison of the system of developmental instruction training and the reflexive-activity approach. The article attempts to integrate these approaches in the process of designing a new school.

Identity Growth in the Professions

Identity theory and research offer important insights for helping to guide the development of professionals across the lifespan of service vital to the public's wellbeing. A developmental framework is introduced as a guide for professional identity growth along dimensions of cognitive and moral reasoning. The framework includes literacies, spanning the dimensions, associated with social intelligence, leadership, competencies, and mindsets. Insights from research are offered for supporting the use of the framework with developmental instruction of professionals to promote higher levels of identity growth and maturation associated with improved judgment and behavior. Instructional practices are also described for helping professionals transition effectively to higher growth levels for use by coaches, mentors, and instructors. The profession of arms is highlighted for illustrating and applying the developmental framework in the context of a profession.

AI-Augmented Developmental Instruction for Improving Contemplative Practices in the Face of Complexity

A simulation design is introduced for using artificial intelligence (AI)-augmented developmental instruction for improving contemplative practices in the face of complexity. The focus of the design is on developmental instruction in the use of contemplative cognitive and moral reasoning practices to improve self-awareness and means to better discern and address complicated and complex challenges. Developmental instruction is supported by an AI-augmented tutoring aid provided during a simulated mission to Mars within an immersive 3D-world. A set of tasks are introduced during the Mars simulation to assist with the development of contemplative practices. The AI-augmented tutoring aid assists participants in the simulation to better understand and apply contemplative practices involving cognitive and moral reasoning meta-thinking suitable for each task. High levels of fidelity, involving visual, auditory, and interactive model-based reasoning (MBR) tools help to embed the senses, thoughts, and actions of participants in the feeling of traveling and being on Mars.

Teacher-Student Interaction in Situations of Spontaneous Learning Independence in Primary Schoolchildren in Art Lessons within the System of Developmental Instruction

The paper describes outcomes of a pilot study on the features of interaction between a teacher and a child in art lessons within the system of developmental instruction. Two types of learning independence are reviewed: independence of performance — that is, when the child independently performs something familiar, repeating what the teacher has just explained or done; and independence of initiative — that is, when the child independently applies the general means of artistic activity while carrying out learning and creative tasks. We suppose that the second type of learning independence can be realized to the full extent in the process and outcomes of creative tasks, when the children design and implement their own, exclusive ideas in their drawings, sculptures and other handmade artifacts. Basing on our observations, it was revealed that the independence of initiative develops only if the teacher and the students actively interact with each other, when the teacher’s questions and actions stimulate the children to look out for different assessments (of their actions and outcomes) and to search not for one, but for many different ways of solving learning and creative tasks. Similarly, if the teacher spontaneously avoids or even deliberately ignores such situations in which the students look out for different ways of implementing their ideas, then the children’s independence of initiative simply disappears. The paper concludes with some suggestions concerning the relevant research tasks and techniques.

The Prevalence of Developmental Instruction in Public and Catholic Schools

Background/Context Prior research has investigated differences in course-taking patterns and achievement growth in public and Catholic schools, but the nature of instruction in Catholic schools is currently understudied. One important dimension of instruction that impacts student engagement is the prevalence of developmental or student-centered instruction. Purpose/Objective/Research Question/Focus of Study The overall goal of the present study was to investigate whether student and teacher reports of developmental instruction differ in public and Catholic schools. In addition, is a teacher's approach to instruction shaped by the social context of the school, as measured by the teacher's perception of her students? Finally, can differences in the social context of schools explain reported differences in the prevalence of developmental instruction in public and Catholic schools? Population, Participants/Subjects Data for this analysis came from the Chicago School Study, a large longitudinal study of public and Catholic schools in the Chicago area. Research Design The prevalence of developmental instruction in public and Catholic schools was analyzed using three student-reported measures of developmental instruction and one teacher-reported measure. Multilevel regression models were used to investigate the relationship between four potential predictors of developmental instruction—teachers’ perceptions of challenging instruction, teachers’ expectations of students’ future educational attainment, teachers’ knowledge of their students’ cultural backgrounds, and principals’ endorsement of developmental instruction—and teacher reports of developmental instruction. Conclusions Catholic school teachers and students were less likely to report the use of developmental instruction than public school teachers and students. This finding was particularly striking given Catholic school teachers’ high expectations for their students’ future educational attainments, a factor that was associated with an increased likelihood of reporting developmental methods in the classroom.