Can We Teach Intelligence?
A Comprehensive Evaluation of Feuerstein's Instrumental Enrichment Programme
Nonfiction, Reference & Language, Education & Teaching
| Author: | Nigel Blagg | ISBN: | 9781136471360 |
| Publisher: | Taylor and Francis | Publication: | December 6, 2012 |
| Imprint: | Routledge | Language: | English |
| Author: | Nigel Blagg |
| ISBN: | 9781136471360 |
| Publisher: | Taylor and Francis |
| Publication: | December 6, 2012 |
| Imprint: | Routledge |
| Language: | English |
This compelling book provides one of the most comprehensive and detailed evaluations of a very popular cognitive skills course -- Reuven Feuerstein's Instrumental Enrichment Programme. Feuerstein claims that his program, a model for diagnosing and remedying cognitive deficiencies in poor attainers, can equip pupils with the basic prerequisites of thinking, thereby enabling them to become more effective learners. Combining innovative and traditional experimental techniques, this text analyzes both teacher and pupil outcomes on a wide range of issues including abilities, accomplishments, and behavioral characteristics. The implications of the study are set against theoretical and practical issues involved in other popular intellectual skills training programs. "Real world" concerns that have been largely ignored by research literature are addressed, as are their effects on the teaching of thinking skills.
This compelling book provides one of the most comprehensive and detailed evaluations of a very popular cognitive skills course -- Reuven Feuerstein's Instrumental Enrichment Programme. Feuerstein claims that his program, a model for diagnosing and remedying cognitive deficiencies in poor attainers, can equip pupils with the basic prerequisites of thinking, thereby enabling them to become more effective learners. Combining innovative and traditional experimental techniques, this text analyzes both teacher and pupil outcomes on a wide range of issues including abilities, accomplishments, and behavioral characteristics. The implications of the study are set against theoretical and practical issues involved in other popular intellectual skills training programs. "Real world" concerns that have been largely ignored by research literature are addressed, as are their effects on the teaching of thinking skills.
