BIBLIOGRAFIA MONDIALE (O QUASI)
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
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
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.