Feuerstein Instrumental Enrichment: From Theory to Practice in the Early Grades: The Effects of Feuerstein Instrumental Enrichment on Mathematics Achievement

Autor/in	Schmidt, Elise A.
Titel	Feuerstein Instrumental Enrichment: From Theory to Practice in the Early Grades: The Effects of Feuerstein Instrumental Enrichment on Mathematics Achievement
Quelle	(2014), (155 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Oakland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-6111-8
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; School Districts; Kindergarten; Grade 1; Faculty Development; Critical Thinking; Thinking Skills; Teaching Methods; Theories; Reading Comprehension; Mixed Methods Research; Program Effectiveness; Special Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; School district; Schulbezirk; School year 01; 1. Schuljahr; Schuljahr 01; Kritisches Denken; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Theory; Theorie; Leseverstehen; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Following identification as the school district with the highest special education population in Midwest County, the Midwest School District took bold measures to address the issue. In partnership with the Midwest Intermediate School District, educators trained all kindergarten and first grade teachers in Feuerstein Instrumental Enrichment (FIE) to develop young children's critical thinking skills to optimize learning. Based upon Reuven Feuerstein's Theory of Structural Cognitive Modifiability (SCM), teachers were trained to use Feuerstein's Theory of Mediated Learning Experience (MLE) to build essential and often missing thinking skills that directly impact a student's ability to learn mathematics and develop reading comprehension necessary for all subject areas. This mixed method study examined the effectiveness of FIE in preparing students to be successful in mathematics achievement as well as the effectiveness of the FIE program in reducing the number of students identified for special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01