Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

Tzuriel, David; Cohen, Shlomit; Feuerstein, Rafi; Devisheim, Haim; Zaguri-Vittenberg, Shahar; Goldenberg, Rosalind; Yosef, Lea; Cagan, Anat

doi:10.1080/21683603.2021.1951409

Cited by 4 publications

(4 citation statements)

References 24 publications

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“…In contrast, children in the control group will not show such a difference between Low-and High-Self-Regulation subgroups. This hypothesis is based on earlier studies (e.g., Tzuriel, 1989;Tzuriel and Alfassi, 1994;Stad et al, 2019;Tzuriel et al, 2021) and clinical evidence (Feuerstein et al, 2002) indicating that teaching is more effective with initially low-performing individuals. 8.…”

Section: Goals Of the Studymentioning

confidence: 99%

Dynamic Assessment of Self-Regulation and Planning Behavior

2022

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Dynamic assessment (DA) of self-regulation and planning behavior are neglected area of research. The objective of this study is to present a novel DA method of executive functions using the Seria-Think Instrument-Revised (STI-R). The reliability and validity the STI-R was examined with children in grades 3–6. Children were randomly assigned to an experimental (n = 85) and control (n = 85) groups and administered the STI-R and the Seriation Math Problems Test before and after the STI-R teaching phase. In the teaching phase children in the experimental group were taught problem-solving strategies while children in the control group received a substitute intervention. The STI-R yields four scores: performance, number of insertions (NINS, indicating impulsivity), number of measurements (NMES, indicating planning), and efficiency index (EFFIN). Children in the experimental group showed a significant decrease in NINS and an increase in performance, NMES, and EFFIN from pre- to post-teaching. In the transfer phase they showed higher performance and EFFIN and lower NINS than children in the control group. The findings indicate that NINS is negatively correlated with NMES and that the correlation between the pre- and post-teaching phases in all variables were lower in the experimental than in the control group. The typology of Reflective, Impulsive, Effective, and Non-effective children was also confirmed. Regression analysis showed that NINS significantly predicted math problem-solving score before and after teaching. The findings support the reliability and validity of the STI-R and that cognitive modifiability of executive functions is a promising domain of DA complementing DA of performance scores.

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Section: Goals Of the Studymentioning

confidence: 99%

Dynamic Assessment of Self-Regulation and Planning Behavior

2022

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“…Les résultats de l'application du Programme d'enrichissement instrumental (PEI) 6 , programme le plus connu d'éducation cognitive, ont été évalués par de multiples études conduites dans divers pays et auprès de diverses populations ; Büchel (2007) et Tzuriel et al (2021) proposent des revues de ces travaux. Globalement, les résultats peuvent être qualifiés de mitigés.…”

Section: : « On Parle D'éducation Cognitive Lorsque L'on Cherche Expl...unclassified

Apprentissage autorégulé. Formation, pratiques et conceptions des enseignants

Cartier,

Berger,

Fagnant

2024

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Jacques et Rania sont très engagés dans l’enseignement qu’ils offrent à leurs élèves et dans leur propre formation continue. En plus de guider leurs élèves dans les apprentissages de disciplines scolaires, ils veulent aussi les soutenir dans la prise en charge de leur apprentissage. En fait, ils souhaitent les conduire à « apprendre de manière autorégulée ». Or, comment ces enseignants conçoivent-ils l’apprentissage autorégulé ? Que font-ils déjà dans leur enseignement pour favoriser l’apprentissage autorégulé des élèves ? Eux-mêmes, lorsqu’ils sont en formation, comment sont-ils soutenus dans leur apprentissage de pratiques nouvelles ou innovantes ? Aborder ces questions est important, car cela pourrait servir à orienter de nouvelles initiatives pédagogiques dans les classes ainsi qu’en formation initiale et continue des enseignants. Le but du présent ouvrage vise ainsi à contribuer à répondre à ces interrogations. Ce livre se veut un ouvrage de référence pour les enseignants, les conseillers pédagogiques, les inspecteurs d’écoles, les étudiants aux trois cycles de l’enseignement supérieur, ainsi que pour tous les chercheurs qui se situent dans le champ en sciences de l’éducation. En effet, en réunissant des aspects théoriques et pratiques concernant les conceptions et les pratiques des enseignants au regard de l’apprentissage autorégulé ainsi que leur formation ciblant cette fois leur propre apprentissage autorégulé, cet ouvrage cherche à devenir une référence dans le domaine pour la francophonie.

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“…Relative to active controls who received equivalent hours of occupational and sensory‐motor therapy, the IE‐Basic groups showed significantly greater improvement in fluid reasoning, but were comparable to the controls regarding gains in domain‐specific crystallized intelligence. Other studies have also reported intervention effects on intelligence scores (Haywood, 2013; Howie, 2015), behavioural and social functioning (Kozubík et al., 2018; Todor, 2015), and less consistently on academic performance (Tzuriel et al., 2021; Vedovelli, 2014).…”

Section: Introductionmentioning

confidence: 98%

“…Nevertheless, past studies on cognitive interventions using MLE have seldom explored their effects on children’s language development and its relations with improvement in thinking skills (e.g. Kozubík et al., 2018; Kozulin et al., 2010; Todor, 2015; Tzuriel et al., 2021; Vedovelli, 2014; for exception, see Tzuriel & Remer, 2018).…”

Section: Introductionmentioning

confidence: 99%

Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial

Keung

Ho²,

Shum

2022

Brit J of Edu Psychol

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Background. The use of mediated learning in cognitive training has been shown to be effective in enhancing students' cognitive development. Nonetheless, its effects on language development are less explored.Aims. This study examined the effects of an early cognitive intervention (Think Bright program) in enhancing the cognitive and language development of Hong Kong preschoolers with developmental delay.Method. Sixty-eight children (48 boys and 20 girls; mean age = 58 months) with developmental delay were recruited from preschool rehabilitation centres and randomized to two groups (Think Bright training vs. active control). Each child in the Think Bright group received 12 sessions of 1-hr individual training on thinking skills over 6 months. The control group received the same amount of training based on the regular training regimen adopted at the rehabilitation centres.Results. After a 6-month intervention, the Think Bright group significantly outperformed the control group in language, general cognition, analogical thinking, sequential thinking, and logical reasoning. The Think Bright teachers' mediation skills significantly improved during the course of intervention and correlated moderately with the improvement in students' language abilities. Conclusion.This study has shown promising results on the effectiveness of using mediated learning in early cognitive intervention in enhancing both the cognitive and language development of preschoolers with developmental delay.

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Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

Cited by 4 publications

References 24 publications

Dynamic Assessment of Self-Regulation and Planning Behavior

Dynamic Assessment of Self-Regulation and Planning Behavior

Apprentissage autorégulé. Formation, pratiques et conceptions des enseignants

Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial

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