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Can We Teach Intelligence?: A Comprehensive Evaluation of Feuerstein's Instrumental Enrichment ProgramLook inside this book
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Can We Teach Intelligence?: A Comprehensive Evaluation of Feuerstein's Instrumental Enrichment Program
by Nigel R. Blagg. 214 pgs.
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publication details
Contributors: Nigel R. Blagg
Publisher: Lawrence Erlbaum Associates
Place of Publication: Hillsdale, NJ
Publication Year: 1991
Subjects:
Feuerstein, Reuven, Mentally Handicapped Children--Education--Evaluation, Cognition In Children--Testing--Evaluation, Cognitive Learning--Evaluation
Table of contents
Contents
FOREWORD by Robert J. Sternberg
ix
INTRODUCTION
xv
ACKNOWLEDGMENTS
xix
1.
TEACHING COGNITIVE SKILLS ISSUES PAST AND PRESENT
1
Historical Perspectives
1
Recent Developments
4
Thinking About Thinking
6
Programs That Teach Cognitive Skills
9
Summary
14
2.
FEUERSTEIN'S BELIEFS, THEORIES, ASSESSMENT MODEL, AND INTERVENTION PROGRAM
15
Learning Potential Assessment Device
15
Direct Exposure Learning and Mediated Learning
18
Cognitive Map
19
The Instrumental Enrichment Program
21
Existing Research Evidence for and Against FIE
24
3.
INSTRUMENTAL ENRICHMENT EVALUATION DESIGN
29
The Context
30
The Input (Pupils)
33
The Input (Teachers)
42
The Process
45
The Product
55
4.
THE PUPILS
57
Ability and Attainment Characteristics of the Pupils at the Beginning of the Study
58
Changes in Pupil Abilities and Attainments
61
Behavioral Characteristics of the Pupils at the Beginning of the Study
73
Changes in Pupil Behavior
77
Changes in Pupils' Self-Esteem
81
Changes in Pupils' Attitudes Toward School Work
83
Conclusions
90
5.
THE TEACHERS
93
Initial Reactions to Training
93
Reflections on FIE in the Classroom
95
Personality Characteristics
105
Attitudes Toward Teaching
108
Attitudes Toward Low-Achieving Adolescents
112
Changes in Teacher Behavior
118
Conclusions
121
6.
REVIEW AND DISCUSSION OF THE MAIN FINDINGS
123
The Context
123
The Input
125
The Process
127
The Product
131
Conclusions
135
7. WIDER IMPLICATIONS
139
Research Issues
140
Program Design and Implementation Issues
141
Somerset Thinking Skills Course
149
Concluding Comments
169
APPENDICES
171
REFERENCES
199
AUTHOR INDEX
205
SUBJECT INDEX
209
I: ROMANTICISM AND RESISTANCE Mary Favret
He died, and the world showed no outward sign. . . . He died, and his place . . . has never been filled up. Mary Shelley, Preface to The Poetical Works of Percy Bysshe Shelley Any objective method, duly verified, belies the initial contact with the object. It must first scrutinize everything...
II: CULTURE AND CRITICISM Laurie Langbauer
Writing in the first issue of Cultural Studies , the Australian critic Jennifer Craik cites Stuart Hall and Tony Bennett to argue that "the development of cultural studies has seen an uneasy alliance. . . which overlooks the intrinsic incommensurability...
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