Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

References

• Amrai, K., Motlagh, S. E., Zalani, H. A., & Parhon, H. (2011). The relationship between academic motivation and academic achievement among students. Procedia Social and Behavioral Sciences, 15, 399–402. https://doi.org/10.1016/j.sbspro.2011.03.111
   Google Scholar
• Asaba, C. A., Fresko, B., & Nasra, M. A. (2013). Student dropout in Arab, Bedouin and Druze education: Summary report. Research funded by the Ministry of Education.
   Google Scholar
• Baum, R. (1990). Finishing touches—10 top programs. Learning, 18(6), 51–55. http://ncrtl.msu.edu/issue.htm
   Google Scholar
• Belikoff, M. (2014). Discrepancy between Jews and Arabs in the education system – The physical infrastructure. The Association for the Advancement of Civil Equality (in Hebrew).
   Google Scholar
• Blagg, N. (1991). Can we teach intelligence? A comprehensive evaluation of Feuerstein’s instrumental enrichment program. Routledge.
   Google Scholar
• Bransford, J. D., Burns, M. S., Delclos, V. R., & Vye, N. J. (1986). Teaching thinking: Evaluating evaluations and broadening the data base. Educational Leadership, 44(2), 68–70.
   Web of Science ®Google Scholar
• Campbell, D. J., & Stanley, J. C. (1963). Experimental and quasi experimental design for research. Rand McNally.
   Google Scholar
• Central Bureau of Statistics. (2018). Press release: Selected data on the occasion of Jerusalem Day (2015–2017).
   Google Scholar
• Clark, C. A. C., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46(5), 1176–1191. https://doi.org/10.1037/a0019672
   PubMed Web of Science ®Google Scholar
• Clements, D. H., Sarama, J., & Germeroth, C. (2015). Learning executive function and early mathematics: Directions of causal relations. Early Childhood Research Quarterly, 36, 79–90. https://doi.org/10.1016/j.ecresq.2015.12.009
   Web of Science ®Google Scholar
• Cosden, M., Zimmer, J., Reyes, C., & Del Rosario Gutierrez, M. (1995). Kindergarten practices and first-grade achievement for Latino Spanish-speaking, Latino English-speaking, and Anglo students. Journal of School Psychology, 33(2), 123–141. https://doi.org/10.1016/0022-4405(95)00002-4
   Web of Science ®Google Scholar
• Cotton, K. (1991). Teaching thinking skills. School improvement research series: NW archives.
   Google Scholar
• Edfeldt, A. W. (1954). The reversal test. manual for administration. University of Stockholm Press.
   Google Scholar
• Elliott, J., & Lauchlan, F. (1997). Assessing potential – The search for the philosopher’s stone. Educational and Child Psychology,14(4), 6–16.
   Google Scholar
• Feuerstein, R. (1977). Mediated learning experience: A theoretical basis for cognitive human modifiability during adolescence. In P. Mittler (Ed.), Research to practice in mental retardation (Vol. 2, pp. 105–116). University Park Press.
   Google Scholar
• Feuerstein, R., Feuerstein, R. S., Falik, L. H., & Rand, Y. (2002). The dynamic assessment of cognitive modifiability: The learning propensity assessment device: Theory, instruments and techniques. ICELP Press.
   Google Scholar
• Feuerstein, R., Rand, Y., Hoffman, M. B., Hoffman, M. A., & Miller, R. (1979). Cognitive modifiability in retarded adolescents: Effects of instrumental enrichment. American Journal of Mental Deficiency, 83(6), 539–550.
   PubMedGoogle Scholar
• Feuerstein, R., Rand, Y., Hoffman, M. B., & Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. University Park Press.
   Google Scholar
• Finch, F. (1953). Kuhlman-Finch intelligence test. Manual. Educational Testing Bureau.
   Google Scholar
• Glanz, Y. (1989). Thinking and three-directional functioning (Hebrew). Reches.
   Google Scholar
• Gough, D. (1991). Thinking about thinking. National Association of Elementary School Principals.
   Google Scholar
• Grossman, H. J. (Ed.). (1983). Classification in mental retardation (3rd revision ed.). American Association on Mental Deficiency.
   Google Scholar
• Gupta, R. M. & Coxhead, P. (Eds.). (1988). Cultural diversity and learning efficiency:Recent developments in assessment. NFER-Nelson.
   Google Scholar
• Haywood, H. C. (1986). Test of verbal abstracting. In R. Feuerstein, H. C. Haywood, Y. Rand, M. B. Hoffman, & M. Jensen (Eds.), The learning potential assessment device: Examiner manual (pp. 63–66). Hadassah-WIZO-Canada Research Institute.
   Google Scholar
• Hessels, M. G. P. (2000). Learning potential test for ethnic minorities (LEM). A tool for standardized assessment of children in kindergarten and the first years of primary school. In C. S. Lidz, & J. G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 109–131). Elsevier Science.
   Google Scholar
• Ir Amim. (2019). East Jerusalem key data.
   Google Scholar
• Kolko, J. (2012). Wicked problems: Problems worth solving. Austin Center for Design.
   Google Scholar
• Kozulin, A. (2005). Learning potential score as a predictor of sensitivity to cognitive intervention. Educational and Child Psychology, 22(1), 29–39.
   Google Scholar
• Kriegler, S., & van Niekerk, H. (1993). IE: A contribution to cultivating a culture of learning? International Journal of Cognitive Education and Mediated Learning, 3(1), 21–26.
   Google Scholar
• Lidz, C. S., & Macrine, S. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse learners. School Psychology International,22, 74–96. 10.1177/01430343010221006.
   Web of Science ®Google Scholar
• Lifshitz, H., & Rand, Y. (1999). Cognitive modifiability in adult and elderly people with intellectual disability. Mental Retardation, 37(2), 125–138. https://doi.org/10.1352/0047-6765(1999)037<0125:CMIAAO>2.0.CO;2“2.0.CO;2
   PubMedGoogle Scholar
• Lifshitz, H., & Tzuriel, D. (2004). Durability effect among adult and elderly people with mental retardation. Journal of Cognitive Education and Psychology, 3, 276–298.
   Google Scholar
• Matthews, D. B. (1989). The effect of a thinking-skills program on the cognitive abilities of middle school students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 62(5), 202–204. https://doi.org/10.1080/00098655.1989.10114050
   Google Scholar
• Mi-Ami, N. (2003). Background document for discussion on scholastic achievement in the Arab sector, Submitted to the Children’s Rights Committee. The Knesset Research and Information Center.
   Google Scholar
• Ministry of Education. (2017) . Development of the education system: Facts and figures. Department of Economics and Administration.
   Google Scholar
• Ministry of Education and Culture. (2003). The five-year plan: Allocation of resources and impact on entitlement to a matriculation certificate. Israel Ministry of Education.
   Google Scholar
• National Insurance Institute. (2014). The extent of poverty and social differences (Annual Report). NII, Research and Planning Administration (in Hebrew).
   Google Scholar
• Peña, E., Iglasius, A., & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech-Language Pathology, 10(2001), 138–154. https://doi.org/10.1044/1058-0360(2001/014)
   Google Scholar
• Peters, B. G. (2017). What is so wicked about wicked problems? A conceptual analysis and a research program. Policy and Society, 36(3), 385–396. https://doi.org/10.1080/14494035.2017.1361633
   Web of Science ®Google Scholar
• Ramon, A., & Laharas, L. (2014). East Jerusalem, Summer 2014: The explosive reality and suggestions for Israeli policy. The Jerusalem Institute for Israel Studies.
   Google Scholar
• Rand, Y., Tannenbaum, A. J., & Feuerstein, R. (1979). Effects of Instrumental Enrichment on the psychoeducational development of low-functioning adolescents. Journal of Educational Psychology, 71(6), 751–763. https://doi.org/10.1037/0022-0663.71.6.751
   PubMed Web of Science ®Google Scholar
• Raven, J., Rust, J., & Squire, A. (2008). Manual: Standard progressive matrices - Plus Version - and Mill Hill vocabulary scale. NCS Pearson, Inc.
   Google Scholar
• Raven, J. C. (1956). Guide to using the coloured progressive matrices, Sets A, Ab, and B. H. K. Lewis.
   Google Scholar
• Resing, W. C. M., Tunteler, E., De Jong, F. J., & Bosma, T. (2009). Dynamic testing: Individual differences and learning patterns in indigenous and ethnic minority children. Learning and Individual Differences,19(4), 445–450. https://doi.org/10.1016/j.lindif.2009.03.006
   Google Scholar
• Ristow, R. S. (1988). The teaching of thinking skills: Does it improve creativity? Gifted Child Today Magazine, 11(2), 44–46. https://doi.org/10.1177/107621758801100219
   Google Scholar
• Ritov, M., & Krill, Z. (2017). Teachers’ skills in the education system. Ministry of Finance, Chief Economist Division.
   Google Scholar
• Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in the general theory of planning. Policy Sciences, 4(2), 155–169. https://doi.org/10.1007/BF01405730
   Web of Science ®Google Scholar
• Robinson, I. S. (1987). A program to incorporate high-order thinking skills into teaching and learning for Grades K-3. Nova University.
   Google Scholar
• Ronen, Y. (2018). Hollow state: The education system in East Jerusalem. Law and Government, 19, 7–42.
   Google Scholar
• Saade, A. (2002). State comptroller report on the ministry of education (pp. 224) (in Hebrew). Israel Ministry of Education.
   Google Scholar
• Schaie, K. W. (1988). Methodological issues in aging research: An introduction. In K. W. Schaie & R. T. Campbell (Eds.), Methodological issues in aging research (pp. 121–221). Springer.
   Google Scholar
• Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 1–5. https://doi.org/10.7439/ijasr.v4i1.4584
   Google Scholar
• Shayer, M., & Beasley, F. (1987). Does instrumental enrichment work? British Educational Research Journal, 13(2), 101–119. https://doi.org/10.1080/0141192870130201
   Google Scholar
• Sternberg, R. G., & Bhana, K. (1986). Synthesis of research on the effectiveness of intellectual skills programs: Snake-oil remedies or miracle cures? Educational Leadership, 44(2), 60–67.
   Web of Science ®Google Scholar
• Stevenson, C. E., Heiser, W. J., & Resing, W. C. M. (2016). Dynamic testing: Assessing cognitive potential of children with culturally diverse backgrounds. Learning and Individual Differences, 47(1), 27–36. https://doi.org/10.1016/j.lindif.2015.12.025
   Web of Science ®Google Scholar
• Tierney, R. J., Soter, A., O’Flahavan, J. F., & McGinley, W. (1989). The effects of reading and writing upon thinking critically. Reading Research Quarterly, 24(2), 134–173. https://doi.org/10.2307/747862
   Web of Science ®Google Scholar
• Tzuriel, D. (1989). Inferential cognitive modifiability in young socially disadvantaged and advantaged children. International Journal of Dynamic Assessment and Instruction,1, 65–80.
   Google Scholar
• Tzuriel, D. (2001). Dynamic assessment of young children. Kluwer Academic/Plenum Press.
   Google Scholar
• Tzuriel, D. (2021). Mediated learning and Cognitive modifiability. Switzerland: Springer Nature. 10.1007/978-3-030-75692-5
   Google Scholar
• Tzuriel, D., & Alfassi, M. (1994). Cognitive and motivational modifiability as a function of Instrumental Enrichment (IE) program. Special Services in the Schools, 8(2), 91–128. https://doi.org/10.1300/J008v08n02_06
   Google Scholar
• Tzuriel, D. & Klein, P. S. (1985). Analogical thinking modifiability in disadvantaged, regular, special education and mentally retarded children. Journal of Abnormal Child Psychology,13, 539–552. https://doi.org/10.1007/BF00923140
   PubMed Web of Science ®Google Scholar
• Wechsler, D. (1949). Wechsler intellectual scale for children (WISC). Psychological Corporation.
   Google Scholar
• Weininger, A. (2014). Hidden dropout and irregular school attendance in the education system. The Knesset Research and Information Center.
   Google Scholar
• Weininger, A. (2018). A look at Arab education: Ahead of a discussion in the Knesset Education, Culture and Sport Committee on the opening of the school year in the Arab sector. The Knesset Research and Information Center.
   Google Scholar