BIBLIOGRAFIA MONDIALE (O QUASI)

ENGLISH
Beltrán Martinez, J.M., Lebeer, J., Garbo, R. (Eds.) (1998). Is Intelligence Modifiable? Madrid: Bruno. Proceedings of the International Congress of the European Association of Mediated Learning and Cognitive Modifiability (Madrid, 1995). The papers focus on different concepts of intelligence, models of cognitive intervention, and applied aspects of mediated learning. The proceedings are intended for a professional audience of educators and psychologists.

Ben-Hur, M. (Ed.) (1994). On Feuerstein’s Instrumental Enrichment: A Collection. Palatine, IL: IRI/Skylight. Collection of papers written by an international group of researchers on theoretical and applied aspects of Instrumental Enrichment (IE). Evaluation of the empirical status of IE, comparison between IE and other cognitive education programs, application of IE with culturally different and minority students. The book is required reading for IE practitioners and students attending IE training, but can also be of interest for a wider community of educators.

Blagg, N. (1991). Evaluation of Instrumental Enrichment in England - Can We Teach Intelligence? A Comprehensive Evaluation of Feuerstein’s Instrumental Enrichment Program. Hillsdale, N.J.: Erlbaum. Critical evaluation of the application of the Instrumental Enrichment (IE) program in the U.K. Analysis of factors contributing to the success or failure of the application, such as teacher motivation, teacher training, program supervision, etc. The book is intended for educational researchers, educational program developers, as well as IE practitioners and students.

Burden, R. and Williams, M. (Eds.) (1998). Thinking through the Curriculum. London: Routledge. Collection of papers on cognitive education programs in different subject areas such as mathematics, science, reading, history, music and art. The role of Instrumental Enrichment in teaching English as a foreign language. Intended audience includes both educational researchers and practitioners.

Feuerstein, S. (2002). Biblical and Talmudic Antecedents of Mediated Learning Experience. Jerusalem and Ashkelon: ICELP Press & Ashkelon College. The goal of this book is to identify those elements of traditional Jewish education that are compatible with the principles of mediated learning experience. This goal is achieved through textual, historical, and theoretical analysis of Jewish religious texts related to the issues of instruction, learning, argumentation, and dialogue. The book is of interest to historians and researchers of Jewish education, as well as teachers.

Garb. E. (A. Kozulin – scientific advisor) (1998). “I think, therefore…I read” – Cognitive approach to English teaching (student’s workbook and teacher’s guide). Jerusalem: Academon. The principles of mediated learning and Instrumental Enrichment are used for developing cognitively oriented learning materials in English as a foreign language. The student’s workbook responds to the need of young adults who prepare for basic English matriculation exams. The teacher’s guide provides didactic methods for “bridging” general cognitive strategies to specific English material.


Haywood, C. & Tzuriel, D. (Eds.) (1992). Interactive Assessment, New York: Springer. Contributors of chapters to this edited volume offered different approaches and methods aimed at developing dynamic or interactive assessment of learning potential. Research findings are reported for populations including mentally retarded, deaf, learning disabled, penitentiary inmates, underachieving and minority students. The book is addressed to clinical and educational psychologists and researchers in the field of assessment and learning.

Howie, D.R. (2003). Thinking about the Teaching of Thinking. Wellington: New Zealand Council of Educational Research. The book provides a broad introduction to the theory of mediated learning experience and its applied systems. Feuerstein’s ideas are discussed in the wider context of current theories of assessment and enhancement of learning and thinking (e.g. information processing approach of Robert Sternberg and Vygotsky’s sociocultural theory). Research finding of the mediation and cognitive enhancement of Maori school children are reported. The book can be used as a text for university level courses in mediated learning.

Klein, P. (Ed.) (1996). Early Intervention. Cross-Cultural Experiences with a Mediational Approach. New York: Garland. Using the theory of Mediated Learning Experience the author explores the mediated interactions between parents and their children. Empirical results are presented regarding the influence of parental mediation on the development of infants with very low birth weight. The program of training parents to be mediators to their children and its implementation in Israel, Ethiopia, Indonesia, Sweden and USA is presented. Intended for specialists in child development and education.

Klein, P. (Ed.) (2001). Seeds of hope: 12 years of early intervention in Africa. Oslo: Unipub. The book summarizes the main results of 12 years of child development research focusing on the long-term effects of early family-based intervention in slum areas in Adis Ababa, Ethiopia. The early intervention was based on the principles of mediated learning incorporated in the MISC (More Intelligent and Sensitive Child) program. The book is intended for researchers, teachers and students in the field of child development and pre-school education.

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