Overview

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.

Full Product Details

Author:   Dorothy R. Howie
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   2nd edition
Weight:   0.354kg
ISBN:  

9780367312879

ISBN 10:   0367312875
Pages:   210
Publication Date:   20 August 2019
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface and acknowledgements Chapter 1. A Rationale for the Teaching of Thinking Chapter 2. The Feuerstein Approach to Teaching Thinking Chapter 3. The Criteria for Mediated Learning Experience Chapter 4. The Place and Importance of Feuerstein’s Theoretical Approach Chapter 5. Parents as Mediators Chapter 6. Imitative Learning, and the Teacher as Model and Mediator Chapter 7. A Whole School Approach to Using Feuerstein Chapter 8. Thinking in a Multicultural Context Chapter 9. Assessing and Meeting Learning Needs Chapter 10 Meeting Learning Needs Through Feuerstein’s Cognitive Intervention Programme Chapter 11. Meeting the Needs of Able Students Chapter 12. Real-Life Problem-Solving and Self-Advocacy Chapter 13. Conclusion

Reviews

"""Howie has again produced an admirable work on cognitive education, with a specific focus on the theory and application of the Instrumental Enrichment program (Feuerstein, 2006). She includes laudable examples to tie the program and its effects to New Zealand and the Maori population, but the work extends world-wide also. This volume adds importantly to the corpus of work on cognitive education in general and to Instrumental Enrichment in particular."" David S. Martin, Professor/Dean Emeritus, Gallaudet University"

Howie has again produced an admirable work on cognitive education, with a specific focus on the theory and application of the Instrumental Enrichment program (Feuerstein, 2006). She includes laudable examples to tie the program and its effects to New Zealand and the Maori population, but the work extends world-wide also. This volume adds importantly to the corpus of work on cognitive education in general and to Instrumental Enrichment in particular. David S. Martin, Professor/Dean Emeritus, Gallaudet University

Author Information

Dorothy R. Howie has considerable experience as a teacher and researcher in the fields of the teaching of thinking and inclusion at the University of Auckland, New Zealand, and the University of Hull, UK. She is currently based in the School of Psychology at the University of Auckland, in an honorary position, and leads the New Zealand training in the Feuerstein approach.

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