Really raising standards: cognitive intervention and academic achievement
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
Routledge
1994
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 208 S. graph. Darst. |
| ISBN: | 0415101441 041510145X |
Internformat
MARC
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| 100 | 1 | |a Adey, Philip |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Really raising standards |b cognitive intervention and academic achievement |c Philip Adey and Michael Shayer |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a London [u.a.] |b Routledge |c 1994 | |
| 300 | |a XII, 208 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 650 | 4 | |a Apprentissage cognitif | |
| 650 | 4 | |a Apprentissage, Psychologie de l' | |
| 650 | 7 | |a Cognitieve ontwikkeling |2 gtt | |
| 650 | 4 | |a Cognition chez l'enfant | |
| 650 | 4 | |a Constructivisme (Éducation) | |
| 650 | 7 | |a Onderwijsstimulering |2 gtt | |
| 650 | 4 | |a Pensée - Étude et enseignement | |
| 650 | 7 | |a Studieresultaten |2 gtt | |
| 650 | 4 | |a Succès scolaire | |
| 650 | 4 | |a Academic achievement | |
| 650 | 4 | |a Cognition in children | |
| 650 | 4 | |a Cognitive learning | |
| 650 | 4 | |a Constructivism (Education) | |
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Thought and thinking |x Study and teaching | |
| 650 | 0 | 7 | |a Intervention |0 (DE-588)4162156-6 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schulleistungsmessung |0 (DE-588)4077202-0 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804123924689059840 |
|---|---|
| adam_text | Titel: Really raising standards
Autor: Adey, Philip
Jahr: 1994
Contents
List of figures and tables vii
Preface xi
1 Learning, development, and intervention 1
2 Describing and measuring cognitive development 11
3 A review of intervention programmes 38
4 Features of successful intervention 60
5 CASE: The development and delivery of a programme 78
6 Evaluating the programme 90
7 Implications for models of the mind 113
8 Other domains, other ages 128
9 Changing practice 149
10 Really raising standards 164
Appendix: Added value 183
References 192
Name index 200
Subject index 203
Figures and tables
FIGURES
1.1 A learning-development spectrum 5
2.1 Growth curves for height 12
2.2 The effects of medical intervention 13
2.3 19
2.4 20
2.5 A 2x2 treatments and effects table 22
2.6 Two possible nodes and antinodes of cognitive development 27
during the concrete operations period
2.7 Cognitive development by age and ability - boys (based on 32
CSMS survey data 1975-8)
2.8 Levels of thinking required to meet each Statement of 35
Attainment in the 1991 Science National Curriculum;
Attainment Targets 2,3, and 4
3.1 Cognitive development: effect sizes on 11 year-olds 40
4.1 Floating and sinking jars 64
4.2 Balance beam 71
4.3 Summary of the features of a cognitive acceleration programme 76
5.1 A wheelbarrow 81
5.2 Estimate of operating range of Thinking Science lessons 84
5.3 Roller ball apparatus 87
6.1 Experimental design of the CASE project 91
6.2 Example of regression of GCSE grade on a pre-PRT score. 93
Control group from School 11
6.3 Post-PRT residualised gain scores for experimental groups: 95
means, etc., and distribution
6.4 Pre-, post-, and delayed post-test results for 12+ cohort schools 97
6.5 Cognitive development of CASE experimental group over two 98
and a half years compared with a control group: laboratory
school
6.6 Delayed post-science residualised gain scores (%) for 99
experimental groups: means, etc., and distribution
6.7 Residualised gain in grades of experimental group on GCSE: 100
science
6.8 Residualised gain in grades of experimental group on GCSE: 101
mathematics
6.9 Residualised gain in grades of experimental group on GCSE: 102
english
6.10 Residualised gain scores in standard deviation units from two 111
Korean schools on four tests
7.1 The four-card test 114
8.1 Increments in brain growth against age 142
8.2 Age-dependence of resting brain alpha energy 143
8.3 Annual increments in the proportion of children using different 144
levels of thinking, by task
10.1 Cognitive development by age and ability - boys (based on 169
CSMS survey data, 1975-8)
10.2 Growth curves for height 170
A.1 Mean grades in GCSE science obtained in five schools 185
A.2 GCSE grades (1989) by school, class, and 1985 pre-test 187
Piagetian test level
A.3 1989 GCSE grade against 1985 pre-test Piagetian levels for one 188
school
A.4 Regression of control group* s GCSE grades on pre-test 188
Piagetian levels
A.5 Distribution of the residuals 189
A.6 CASE data on regression line for controls 189
A.7 Distribution of residuals 190
A.8 Histogram of GCSE science rgs for boys, School 11 190
A.9 Histogram of boys 12+ GCSE science rgs for ex-control and 191
CASE students
TABLES
2.1 Test of the Longeot model on Piagetian interview tasks: 28
percentage of success assessed at each level
2.2 Curriculum analysis taxonomy headings 33
2.3 Key Stage 3 science results for London region 1992 36
3.1 CoRT-1 thinking lessons 41
3.2 Instrumental enrichment cognitive functions 46
3.3 Pre- to post-test mean differences (experimental — control) 49
3.4 Means (and standard deviations) of pupils mental ages in years 50
on Raven s matrices during LPA
3.5 Effect-sizes (experimental - control) of IE on various measures 50
3.6 The nature and locus of cognitive impairments 53
3.7 Mean differences (experimental - control) on Piagetian tests 58
3.8 Effect-sizes for Rosenthal (1979) in relation to intervention style 59
5.1 Origin of CASE parameters 79
5.2 The activities of Thinking Science 82
6.1 Mean pre- to delayed post-test gains for schools and groups 96
6.2 Numbers of subjects gaining higher than expected GCSE grades 104
(1990) related to Piagetian gains at post-test (1987): 11+ girls
6.3 Comparison of percentages of CASE and control students 105
attaining rg scores greater than la at GCSE: 11+ girls
6.4 Numbers of subjects gaining higher than expected GCSE grades 106
(1989) related to Piagetian gains at post-test (1987): 12+ boys
6.5 Comparison of percentages of CASE and control students 106
attaining rg scores greater than la at GCSE: 12+ boys
6.6 Numbers of subjects gaining higher than expected GCSE grades 107
(1989) related to Piagetian gains at post-test (1987): 12+ girls
6.7 Comparison of percentages of CASE and control students 107
attaining rg scores greater than la at GCSE: 12+ girls
6.8 Range in Piagetian levels in schools 1989 intake (cumulative 109
percentages)
6.9 Range in Piagetian levels of students at the end of year 8 (age 109
13+) (cumulative percentages)
7.1 Predicted maximum M-power values as a function of age, and 126
their correspondence to the Piagetian substage sequence
8.1 Teachers analysis form used for books in Fusco (1983) 136
9.1 Mean effect-sizes in standard deviation units of different INSET 153
procedures on possible INSET outcomes
9.2 Implementation factors in two IE replications 155
10.1 Statistics of year 7 intake in three schools 175
A. 1 Mean grade in GCSE science 1989 for 12+ boys cohort: controls 186
A.2 Mean grade in GCSE science 1989 for 12+ boys cohort: CASE 186
A.3 CASE - controls differences in mean GCSE grades 186
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| spelling | Adey, Philip Verfasser aut Really raising standards cognitive intervention and academic achievement Philip Adey and Michael Shayer 1. publ. London [u.a.] Routledge 1994 XII, 208 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Apprentissage cognitif Apprentissage, Psychologie de l' Cognitieve ontwikkeling gtt Cognition chez l'enfant Constructivisme (Éducation) Onderwijsstimulering gtt Pensée - Étude et enseignement Studieresultaten gtt Succès scolaire Academic achievement Cognition in children Cognitive learning Constructivism (Education) Learning, Psychology of Thought and thinking Study and teaching Intervention (DE-588)4162156-6 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Kognitive Entwicklung (DE-588)4133279-9 gnd rswk-swf Kognitive Entwicklung (DE-588)4133279-9 s Schulleistungsmessung (DE-588)4077202-0 s Pädagogik (DE-588)4044302-4 s Intervention (DE-588)4162156-6 s DE-604 Shayer, Michael Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006334086&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Adey, Philip Shayer, Michael Really raising standards cognitive intervention and academic achievement Apprentissage cognitif Apprentissage, Psychologie de l' Cognitieve ontwikkeling gtt Cognition chez l'enfant Constructivisme (Éducation) Onderwijsstimulering gtt Pensée - Étude et enseignement Studieresultaten gtt Succès scolaire Academic achievement Cognition in children Cognitive learning Constructivism (Education) Learning, Psychology of Thought and thinking Study and teaching Intervention (DE-588)4162156-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Pädagogik (DE-588)4044302-4 gnd Kognitive Entwicklung (DE-588)4133279-9 gnd |
| subject_GND | (DE-588)4162156-6 (DE-588)4077202-0 (DE-588)4044302-4 (DE-588)4133279-9 |
| title | Really raising standards cognitive intervention and academic achievement |
| title_auth | Really raising standards cognitive intervention and academic achievement |
| title_exact_search | Really raising standards cognitive intervention and academic achievement |
| title_full | Really raising standards cognitive intervention and academic achievement Philip Adey and Michael Shayer |
| title_fullStr | Really raising standards cognitive intervention and academic achievement Philip Adey and Michael Shayer |
| title_full_unstemmed | Really raising standards cognitive intervention and academic achievement Philip Adey and Michael Shayer |
| title_short | Really raising standards |
| title_sort | really raising standards cognitive intervention and academic achievement |
| title_sub | cognitive intervention and academic achievement |
| topic | Apprentissage cognitif Apprentissage, Psychologie de l' Cognitieve ontwikkeling gtt Cognition chez l'enfant Constructivisme (Éducation) Onderwijsstimulering gtt Pensée - Étude et enseignement Studieresultaten gtt Succès scolaire Academic achievement Cognition in children Cognitive learning Constructivism (Education) Learning, Psychology of Thought and thinking Study and teaching Intervention (DE-588)4162156-6 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Pädagogik (DE-588)4044302-4 gnd Kognitive Entwicklung (DE-588)4133279-9 gnd |
| topic_facet | Apprentissage cognitif Apprentissage, Psychologie de l' Cognitieve ontwikkeling Cognition chez l'enfant Constructivisme (Éducation) Onderwijsstimulering Pensée - Étude et enseignement Studieresultaten Succès scolaire Academic achievement Cognition in children Cognitive learning Constructivism (Education) Learning, Psychology of Thought and thinking Study and teaching Intervention Schulleistungsmessung Pädagogik Kognitive Entwicklung |
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