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| Autor/inn/en | Samuels, Marilyn; und weitere |
|---|---|
| Titel | Instrumental Enrichment with Low Achieving Adolescents. |
| Quelle | (1984), (98 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Adolescents; Cognitive Development; Foreign Countries; Learning Strategies; Low Achievement; Program Effectiveness; Remedial Instruction; Secondary Education; Teacher Attitudes; Vocational Education |
| Abstract | An assessment study was conducted on the effectiveness of a cognitive education program, Feuerstein's Instrumental Enrichment, in meeting the needs of a class of low achieving adolescents at a vocational school in Calgary, Canada. Fifteen students participated in an Instrumental Enrichment class for one 45 minute period five days a week over two years. They were compared to a group of similar students who did not receive the program. Students were assessed at the beginning of the study, at the end of each year of the program, and one year after the program was completed. They were reassessed in four areas: (1) reasoning and intelligence; (2) achievement; (3) attitudes; and (4) behavior. In addition, teachers in the project school were surveyed to ascertain their beliefs and attitudes towards low achieving students and the experimental program. Results indicated few significant differences between the groups on the retest data over the three years. However, there was considerable attrition from the study each year and examination of the reasons for attrition indicated that it was not random. It was found that students in the experimental group who had high reading and mathematics scores were more likely to move to other schools to pursue academic programs than were low scoring experimental students or high and low scoring controls. They were also more likely to remain in school than were the control group. While absentee rates did not differ significantly for the two groups, control students who had high absentee rates were more likely to leave school than were experimental students. Teachers' attitudes to this program were extremely positive, and teachers' attitudes toward reasons for failure of normally intelligent students shifted over the course of the study to include poor thinking skills. (Author/KH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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