De Feuerstein methode - interessante links en literatuur

Links

Literatuur

Suggesties als u zich verder wilt verdiepen in de Feuerstein-methode:

  • Feuerstein, R., Y. Rand en J.E. Rynders, Laat me niet zoals ik ben, Rotterdam: Lemniscaat, 1997, ISBN 90 6069 886 X
  • Feuerstein, R., The Mediated Learning Experience, 4e Langeveld-lezing op 2 mei 1996, Utrecht: ISOR, 1996
  • Dijk, P. van en E. van Doorn. (2004). Ontwikkelingsgericht begeleiden in alledaagse situaties. Werkboek voor begeleiders van mensen met een verstandelijke beperking. Gebaseerd op de methode Feuerstein. Soest: Uitgeverij Nelissen.
  • Jager, M. de, Denken kun je leren: theorie en methoden van Feuerstein, Sardes, 1995 ? Janssens, A., Ontwikkeling stimuleren, Acco, 1999, ISBN 90 334 4139 X
  • Janssens, Albert, 1999, 2001), Ontwikkeling stimuleren. Leuven / Leusden: Acco
  • Lebeer, J, Bouwen aan leren leren, Acco, 2003, ISBN 90-334-5069-0
  • Dit boek wordt niet meer verkocht op het FCN maar kan nu gewoon in de boekenwinkel of via dit formulier besteld worden.
  • Steinert, I. en M. Ruijters, Leren denken, denkend leren: de Feuerstein-benadering voor de ontwikkeling van cognitieve vaardigheden, Sardes, 1993
  • Steinert, I. (1998). De betekenis van Feuerstein?s gedachtegoed voor het onderwijs. Mediatie als vorm van begeleidend onderwijs en leren in de klas. Alphen aan de Rijn: Samson H.D. Tjeenk Willink.
  • Vygotskij, Ljev, Veer, van der, René (samenstelling), (1996), Cultuur en ontwikkeling. Meppel: Boom.
  • Achtergrond informatie en onderzoek
  • Alony, S. en A. Kozulin (2007). Dynamic assessment of receptive language in children with Down Syndrome. Advances in Speech-Language Pathology, 9(4), 323-331.
  • Bodinger, A.H. (2000). The effect of Feuerstein?s Instrumental Enrichment program on perceived control in retarded performers. Dissertation Fordham University.
  • Choice, A.G. (1997). The effect of instrumental enrichment on the reasoning abilities, achievement and behaviour of elementary alternative education students. Dissertation University of Central Florida.
  • Chinn, P.A. (1995). The long-term effects on Feuerstein?s Instrumental Enrichment on the reasoning, intelligence, high school graduation rate, and post school adjustment of 12 to 15 year old students with educable mentally handicapping and learning-disabled diagnosis. Dissertation University of Kansas.
  • De Acedo Lizarraga, M.L.S. en D. Iriarte (2001). Enhancement of cognitive functioning and self-regulation of learning in adolescents. The Spanish Journal of Psychology, 4(1), 55-64.
  • Feuerstein, R. Feuerstein, R.S., Falik, L.H. en Y. Rand (2005). The Dynamic assessment of cognitive modifiability, Jerusalem: ICELP Press.
  • Feuerstein, R., Feuerstein, R.S., Falik, L.H. and Y. Rand (2006). Creating and Enhancing Cognitive Modifiability: The Feuerstein Instrumental Enrichment Program. Jerusalem : International Centre for the Enhancement of Learning Potential
  • Feuerstein, R., Rand, Y., Hoffman, M. en R. Miller (1980). Instrumental Enrichment. An Intervention Program for Cognitive Modifiability. Glenview (Illinois): Scott, Foresman & Co.
  • Feuerstein, R., P.S. Klein and A.J. Tannenbaum, Mediated Learning Experience (MLE), London: Freund Publishing House Ltd, 1994
  • Feuerstein, R., Y. Rand and M. Hoffman, The Dynamic Assessment of Retarded
  • Performers: The Learning Potential Assessment Device, Baltimore: University Park Press, 1979
  • Feuerstein, R., Y. Rand, M. Hoffman and R. Miller, Instrumental Enrichment, An Intervention Program for Cognitive Modifiability, Baltimore: University Park Press, 1980
  • Feuerstein, R, en S. Feuerstein (1991). Mediated learning experience: a theoretical review. In: R. Feuerstein, P.S. Klein en A.J. Tannenbaum (Eds). Mediated Learning Experience (MLE). Theoretical, psychosocial and learning implications, pp. 3-51. Londen: Freund Publishing House LTD.
  • Feuerstein, R., Miller, R., Rand, Y. en M.R. Jensen (1981). Can evolving techniques better measure cognitive change? The Journal of Special Education, 15, 201-219.
  • Feuerstein, R., Rand, Y. en M. Hoffman (1979). Cognitive modifiability in retarded adolescents: effects of Instrumental Enrichment. American Journal of Mental Deficiency, 83, 539-550
  • Feuerstein, R. & Feuerstein, Ra.S. (2003). Feuerstein Instrumental Enrichment Basic: Instruments. Jerusalem: ICELP
  • Feuerstein, R., Falik, L, & Feuerstein Ra.S. (2010). Beyond Smarter: Mediated Learning and the Brain?s Capacity for Change. New York: Teachers College Press.
  • Gonzalez, F., Espinoza, C., Perez, T., Morales, A., Ytier, P., Arevalo, R., Lebeer, J. en C. Assael (2006). Dynamic interactive approach in assessing and enhancing cognitive functioning in children with severe language disorders. Erdelyi Pszichologiai Szemle, Special issue 2, deel 2, 219-237.
  • Hadas-Lidor, N.H., Katz, N., Tyano, S. en A. Weizman (2001). Effectiveness of dynamic cognitive intervention in rehabilitation of clients with schizophrenia. Clinical Rehabilittaion, 15, 349-359.
  • Haywood, H.C. en C.S. Lidz (2007). Dynamic assessment in practice. Clinical and educational applications. Cambridge: Cambridge University Press.
  • Head, G. en W. O'Neill (1999). Introducing Feuerstein's Instrumental Enrichment in a school for children with social. Emotional and behavioural difficulties. Support for Learning, 14(3), 122-128.
  • Hoon, A.S.S., Hoon, L.P.K. en O.S. Tan (Eds.) (2003). Mediated learning experience with children: Applications across contexts. Singapore: McGraw-Hill Education (Asia).
  • Kaufman, R. (2005), The process of experiencing mediated learning as a result of peer collaboration between young adults with severe learning difficulties. Journal of Cognitive Education and Psychology, 5(2), pp. 215-216.
  • Kaufman, R. en R. Burden (2004). Peer tutoring between Young adults with severe and complex learning difficulties: the effects of mediation training with Feuerstein's Instrumental Enrichment programme. European Journal of Psychology of Education, 14(1), 107-117.
  • Klein, P. S. (1991). Molar assessment and Parental Intervention in infancy and early childhood: new evidence. In: R. Feuerstein, P.S. Klein en A.J. Tannenbaum (Eds). Mediated Learning Experience (MLE). Theoretical, psychosocial and learning implications, pp. 213-239. Londen: Freund Publishing House LTD.
  • Klein, P.S. (2003). A mediational approach to early intervention. In M.J. Guralnick (Ed). Early intervention practices from around the world, pp. 69-89. Baltimore/Londen/Sydney: Paul H Brookes Publishing co.
  • Klein, P.S. en S. Alony (1993). Immediate and sustained effects of maternal mediating behaviors on young children. Journal of Early Intervention, 17, 177-193.
  • Klein, P.S. en M. Arieli (1997). Mediated learning and its application to the enhancement of mathematical abilities in children with Down Syndome. Journal of Developmental and Learning Disorders, 2(1), 299-319.
  • Klein, P.S. en A.J. Tannenbaum (1992). To be young and gifted. Norwood: Ablex Publishing Corp.
  • Klein, P.S., Nir-Gal, O. en E. Darom (2000). The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behaviour. Computers in Human Behavior, 16, 581-608.
  • Klein, P., Wieder, S. en S. Greenspan (1987). A theoretical overview and empirical study of mediated learning experience. Infant Mental Health Journal, 8, 110-129
  • Kozulin, A., Lebeer, J. , Madella-Noja, A. , Gonzalez, F. , Jeffrey, I. , Rosenthal, N. en M. Koslowsky (2010). Cognitive modifiability of children with developmental disabilities: a multicentre study using Feuerstein?s Instrumental Enrichment ? Basic program. Research in Developmental Disabilities, 31, 551-559.
  • Kozulin, A. (1999). Cognitive Learning in younger and older immigrant students. School Psychology International, 20(2), 177-190.
  • Kozulin, A. (2000). The diversity of instrumental enrichment applications. In: A. Kozulin en Y. Rand (Eds). Experience of mediated learning: An impact of Feuerstein's theory in education and psychology, pp. 257-273. Amsterdam/New York: Pergamon.
  • Kozulin, A. (2005). Learning potential score as a predictor of sensitivity to cognitive intervention. Educational & Child Psychology, 22(1), 29-39.
  • Kozulin, A. (2008). Evidence of culture-dependency and modifiability of spatial memory of young adults. Journal of Cognitive Education and Psychology, 7(1), 70-80
  • Lebeer, J. (2010). Feuerstein-benadering : essentiële kenmerken en wetenschappelijke verantwoording. Universiteit van Antwerpen.
  • Lebeer, J. (2005). Shifting perspective: dynamic assessment of learning processes in children with developmental disturbances. Transylvanian Journal of Psychology, special issue, 1, 57-85.
  • Lebeer, J. en R. Rijke (2002). Ecology of development in children with brain impairment. Child: Care, Health & Development, 29(2), 131-140.
  • Lifshitz, H. (1998). Instrumental enrichment: a tool for enhancement of cognitive ability in adult and elderly people with mental retardation. Education and Training in Mental Retardation and Development Disabilities, 33(1), 34-41.
  • Lifshitz, H. en P.S. Klein (2007). Comparison of mediation between paraprofessionals and individuals with intellectual disabilities: vocational rehabilitatien centres versus special education schools. European Journal of Special Needs Education, 22(4), 459-470.
  • Lifshitz, H., Klein, P.S. en S.F. Cohen (2010). Effects of MISC intervention on cognition, autonomy, and behavioral functioning of adult consumers with severe intellectual disability. Research in Developmental Disabilities, 31, 881-894.
  • Lifshitz, H. en D. Tzuriel (2004). Durability of effects of instrumental enrichment in adults with intellectual disabilities. Journal of Cognitive Education and Psychology, 3(3), 297-322.
  • Lifshitz, H., Tzuriel, D. and I. Weiss (2005). Effects of training in conceptual versus perceptual analogies among adolescents and adults with intellectual disability. Journal of Cognitive Education and Psychology, 5(2), 144-170.
  • Martin, D.S. (niet gedateerd). Instrumental enrichment effects of special-needs learners.
  • Martìnez Beltrán, J.M., Lebeer, J. en R. Garbo. (red.) (1998). Is intelligence modifiable? Madrid: Editorial Bruno.
  • Messerer, J., Hunt, E., Meyers, G. en J. Lerner (1984). Feuerstein's instrumental enrichment: a new approach for activating intellectual potential in learning disabled youth. Journal of Learning Disabilities , 17(6), 322-325.
  • Portowitz, A. en P.S. Klein (2007). MISC-Music: a music program to enhance cognitive processing among children with learning difficulties. International Journal of Music Education, 25(3), 259-271.
  • Presseisen, B.Z. (Ed). (2008). Teaching for intelligence. Thousand Oaks, CA, US: Corwin Press.
  • Reiter, S. en T. Vitani (2007). Inclusion of pupils with autism: the effect of an intervention program on the regular pupil's burnout, attitudes and quality of mediation. Autism, 11, 321-333.
  • Romney, D.M. en M.T. Samuels (2001). A meta-analytic evaluation of Feuerstein's Instrumental Enrichment program. Educational and Child Psychology, 18(4), 19-34.
  • Savell, J.M, Twohig, P.T. en D.L. Rachford (1986). Empirical status of Feuerstein's 'Instrumental Enrichment' (FIE) technique as a method of teaching thinking skills. Review of Educational Research, 56, 381-409.
  • Schertz, H.H. en S.L. Odom (2004). Joint attention and early intervention with autism: a conceptual framework and promising approaches. Journal of Early Intervention, 27, 42-54.
  • Schnitzer, G., Andries, C. en J. Lebeer (2007). Usefulness of cognitive intervention programmes for socio-emotional and behaviour problems in children with learning disabilities. Journal of Research in Special Educational Needs, 7 (3), 161-171.
  • Skuy, M., Gewer, A., Osrin, Y., Khunou, D., Fridjhon, P. en J.P. Rushton (2002). Effects of mediated learning experience on Raven's matrices scores of African and non-African university students in South Africa. Intelligence, 30, 221-232.
  • Skuy, M., Mentis, M., Durbach, F., Cockcroft, K., FridJhon, P. en M. Mentis (1995). Crosscultural comparison of effects of instrumental enrichment on children in a South African mining town. School Psychology International, 16, 265-282.
  • Skuy, M. en M. Mentis (Eds.) (1999). Bridging learning in and out of the classroom. Thousand Oaks, CA: Sage Publications
  • Sternberg, R. (1988). The Triarchic Mind: A New Theory of Intelligence. NY: Viking Press
  • Tan, O.S. en A. Seok-Hoon Seng (Eds.) (2008). Cognitive modifiability in learning and assessment: international perspectives. Singapore: Cengage Learning Asia.
  • Tzuriel, D. (2001). Dynamic assessment of young children. New York/Dordrecht: Plenum Publishers / Kluwer Academic.
  • Tzuriel, D. en M. Alfassi (1994). Cognitive and motivational modifiability as a function of the Instrumental Enrichment (IE) program. Special Services in the Schools, 8(2), 91-128.
  • Tzuriel, D. en R. Kaufman (1999). Mediated learning and cognitive modifiability: dynamic assessment of Young Ethiopian immigrant children to Israel. Journal of Cross-
  • Vygotsky, L. (1978). Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press Cultural Psychology, 30, 359-380.
  • Zehr, J.M. (2007). No child's intelligence left behind: The impact of instrumental enrichment training on teacher belief systems. Dissertation Abstracts International Section A: Humanities and Social Sciences. Vol.68(4-A),, pp. 1420

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