Buch, Englisch, 384 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 740 g
Buch, Englisch, 384 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 740 g
Reihe: Advances in Learning and Instruction
ISBN: 978-0-08-043647-0
Verlag: Pergamon Press
In this volume the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas.
The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students.
The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods.
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
- Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Wirtschafts- und Sozialwissenschaften
Weitere Infos & Material
Preface. Part 1. Propelling the change, preserving continuity: a portrait of Reuven Feuerstein (R. Burgess). Science, pedagogy and ethics in Feuerstein's theory and applications (C. Hadji). Mediating environments: creating conditions for intellectual growth (A. Costa). Feuerstein's unique contribution to educational and school psychology (R. Burden). Group and individual differences in intelligence: what can and should we do about them? (R. Sternberg). 'To be, to have and to do': an integration and expansion of existing concepts (Y. Rand, A. Tannenbaum). Reflective teaching and its relation to modes of existence in practical teaching experience (R. Reichenberg, Y. Rand). Questioning as a form of mediation (S. Feuerstein). Part 2. Dynamic cognitive assessment and the instrumental enrichment program (R.S. Feuerstein). Theme and some variations on the concepts of mediated learning experience and dynamic assessment (C. Lidz). Learning test concepts and dynamic assessment (J. Guthke. J. F. Beckmann). Culture-fair assessment and the process of mental attention (J. Pascual-Leone et al.). Part 3. Developmental perspectives of mediated learning experience theory (D. Tzuriel). A mediational approach to early intervention (P. Klein). The diversity of instrumental enrichment applications (A. Kozulin). Cognitive education and reading disability (J.P. Das et al.). Cognitive-developmental therapy: an overview (C. Haywood). Mediated learning experience and the counselling process (L Falik). Selected bibliography of Reuven Feuerstein. References. Index.
