Problem Solving and Reasoning Skills Cognitive Development Model for Severely Disadvantaged Puerto Rican College Students. Final Report.

Institution	Ana G. Mendez Educational Foundation, Rio Piedras, PR.
Titel	Problem Solving and Reasoning Skills Cognitive Development Model for Severely Disadvantaged Puerto Rican College Students. Final Report.
Quelle	(1987), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Basic Skills; College Curriculum; College Freshmen; College Programs; Curriculum Development; Educationally Disadvantaged; Higher Education; Hispanic Americans; Problem Solving; Program Evaluation; Puerto Ricans; Remedial Mathematics; Remedial Programs; Remedial Reading; Spanish + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Basic skill; Grundfertigkeit; Studienanfänger; Studienprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Problemlösen; Programme evaluation; Programmevaluation; Puerto Rican; Puerto-Ricaner; Förderprogramm; Leseförderung; Spanisch
Abstract	Through the Problem Solving and Reasoning Skills Cognitive Development Model for Severely Disadvantaged Puerto Rican College Students, the Ana G. Mendez Educational Foundation developed a model for cognitive skills development for disadvantaged, low-achieving Hispanics. The program incorporates cognitive skills into existing remedial courses in Spanish and mathematics. The model was tested with lower tier entering freshmen students with less than a 2.00 high school grade point average, and College Entrance Examination Board scores under 400 in Spanish and mathematics. The final course design integrated Piagetian theory, Karplus' Learning Cycle, Whimbey's Problem Solving technique, and some of Feuerstein's Instrumental Enrichment strategies. Results indicated that the model is highly adaptable to Hispanic populations in and outside of Puerto Rico. It also proved to be effective with a population of disadvantaged learners that is typical of those entering most private institutions. The extensive appendices include the following: (1) a summary description of a teacher training workshop; (2) curriculum guides; (3) list of diagnostic instruments examined; (4) a student survey questionnaire (in Spanish); (5) letters of interest in the program from two colleges; (6) a symposium program on Puerto Ricans and the humanities (in Spanish); (7) the 47-page external evaluation report; (8) a form for requesting additional information; and (9) a list of related documents. A financial status report is supplied separately. (Author/FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01