The Cambridge Companion to Vygotsky PDF Download
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Author: Professor Harry Daniels
Publisher: Cambridge University Press
ISBN: 0521831040
Category : Education
Languages : en
Pages : 365
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Book Description
A comprehensive text providing a critical perspective on Vygotsky and his work.
Author: Reuven Feuerstein
Publisher:
ISBN: 9780067324608
Category : Children with mental disabilities
Languages : en
Pages : 436
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Book Description
Author: Reuven Feuerstein
Publisher: Springer
ISBN: 1489961283
Category : Psychology
Languages : en
Pages : 329
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Book Description
Author: Dorothy R. Howie
Publisher: Routledge
ISBN: 1000134776
Category : Education
Languages : en
Pages : 225
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Book Description
Thinking about the Teaching of Thinking provides an accessible and comprehensive introduction to Feuerstein’s theory of Mediated Learning Experience and its related tools and programmes. It details up-to-date international and New Zealand research on the Feuerstein approach which reflects the current issues in the teaching of thinking. The book begins by defining what is meant by the teaching of thinking and provides an easy to understand explanation of the Feuerstein method and its value for children with learning challenges. It champions a ‘whole school’ approach to the teaching of thinking and details the practical tools and programmes developed by Feuerstein – such as Instrumental Enrichment and the Learning Propensity Assessment Device – to aid in its implementation. It also recognises the key importance of cultural factors in the teaching of thinking, bringing together the author’s considerable research experience using the Feuerstein method in the multicultural New Zealand context with her extensive knowledge of international Feuerstein research. This book provides a user-friendly and unique coverage of the Feuerstein method for researchers and postgraduate students researching and working in educational psychology. It will also be of great value for teachers and parents looking to understand and decide on implementation of the Feuerstein approach in their schools.
Author: Nigel Blagg
Publisher:
ISBN: 9781138988057
Category : Children with mental disabilities
Languages : en
Pages : 0
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Book Description
First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Professor Harry Daniels
Publisher: Cambridge University Press
ISBN: 0521831040
Category : Education
Languages : en
Pages : 365
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Book Description
A comprehensive text providing a critical perspective on Vygotsky and his work.
Author: Milton Schwebel
Publisher: Psychology Press
ISBN: 9780866564151
Category : Education
Languages : en
Pages : 230
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Book Description
The vital aspects of designing, implementing, and evaluating programs and services that will facilitate cognitive development in children and adolescents are the focus of this important book. Leading scholars, researchers, and practitioners from throughout the world address these issues, offering a sound conceptual and empirical knowledge base for special services providers in taking a leadership role in facilitation of cognitive development in schools.
Author: Reuven Feuerstein
Publisher: Teachers College Press
ISBN: 0807772208
Category : Education
Languages : en
Pages : 304
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Book Description
Originally developed to help students overcome learning obstacles created by emotional trauma or neurobiological learning disabilities, Reuven Feuersteins work is now used in major cities around the world to support improved thinking and learning by all students. This book is the most up-to-date summary of his thinking and includes accessible descriptions of his tools and methods for cognitive modifiablilty and mediated learning. With dramatic case studies throughout the text, Feuerstein and his co-authors define intelligence as a dynamic force that drives the human organism to change the structure of thinking in order to answer the needs it encounters. They describe in detail the specific skills of the three stages of thinking: input or observation and data-gathering stage; development or processing stage; and output stage, including analysis, synthesis, and communication. They show how student thinking can stall in multiple ways at any of these stages and how intentional mediation can help students restructure their thinking and improve their ability to learn. Similarly to cognitive mediated learning, the authors address mediation of social and emotional skills that impact learning.
Author: McGregor, Debra
Publisher: McGraw-Hill Education (UK)
ISBN: 033521780X
Category : Education
Languages : en
Pages : 350
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Book Description
The author discusses how thinking programmes, learning activities and teachers' pedagogy in the classroom can fundamentally affect the nature of pupils' thinking, and considers the effects of the learning environment created by peers and teachers.
Author: Mandia Mentis
Publisher: Corwin Press
ISBN: 1412950694
Category : Education
Languages : en
Pages : 273
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Book Description
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
Author: Dorothy Howie
Publisher: Jessica Kingsley Publishers
ISBN: 0857005189
Category : Education
Languages : en
Pages : 242
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Book Description
Developing the ability to think is a major part of education, which helps students become independent learners and participate fully in a learning environment. This book sets out the theory and outlines a model for implementing the teaching of thinking at whole-school, group and individual levels in inclusive settings. The model uses a three-tier approach to ensure that all learners are included: teaching thinking for all, which takes into account common needs; working with small groups, for those with exceptional needs such as learning difficulties or high ability; and addressing individualised learning needs, including those with a complex disability. The book covers key approaches to the teaching of thinking, giving examples of how each can best be used at each tier level. It also addresses the impact of different social contexts, cultures and environmental surroundings on learning. This book will be essential reading for all members of school communities, including education leaders and teachers. Educational psychologists, special educational needs co-ordinators, speech and language therapists, and those with particular interest in educating children who are vulnerable, from disadvantaged backgrounds, and from culturally different backgrounds, will find much of value in this book.
