Really Raising Standards: Cognitive Intervention and Academic AchievementThe authors explore the psychological theory underlying methods of intervention in cognitive development and show how the practical expression of such methods can lead to long-term gains in academic achievement in ordinary schools. |
Contents
Learning development and intervention | 1 |
Describing and measuring cognitive development | 11 |
A review of intervention programmes | 38 |
Copyright | |
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Really Raising Standards: Cognitive Intervention and Academic Achievement Philip Adey,Michael Shayer No preview available - 2016 |
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A-level ability activities Adey average behaviour boys cent Chapter child cognitive conflict cognitive development cognitive intervention concrete generalisation concrete operations concrete preparation context control classes control group CSMS survey described developmental domain early formal Educational Psychology effect effect-size evidence example experience experimental group Falmer Feuerstein fluid intelligence formal operational thinking gains GCSE grades GCSE science girls given heuristics higher order thinking Inhelder inservice INSET instruction Instrumental Enrichment intervention programme Key Stage learning levels of thinking London mathematics mature concrete mean mental metacognition methods National Curriculum Nordland pendulum percentile Philosophy for Children Piaget Piagetian level Piagetian tests possible practice pre-test Psychology psychometric pupils range reasoning patterns relation rg score schemata Science lessons secondary seriation Shayer standard deviation strategies Table task teachers teaching theory Thinking Science thinking skills Vygotsky woodlice year-olds