ERIC Number: ED367679
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Cognitive Education Project.
Mulcahy, Robert; And Others
The Cognitive Education Project centered at the University of Alberta undertook a 3-year longitudinal evaluation of two cognitive education programs aimed at teaching thinking skills. The critical difference between the two experimental programs was that one, Feuerstein's Instrumental Enrichment (IE) method was taught out of curricular content, while the other, Strategies Program for Effective Learning/Thinking (SPELT), was taught directly within curricular content. The effectiveness of these two programs was compared with traditional instruction at grades 4 and 7 for 900 gifted, learning disabled, and normally achieving students. Results indicate that cognitive education was effective in improving student thinking, especially for the grade-4 learning disabled students, and to a lesser extent for the gifted students, in reading comprehension and comprehension monitoring. The SPELT program tended to produce more positive changes than did the IE program, and SPELT was better received by teachers, parents, and administrators, although both programs were favorably received. Eleven tables and 40 figures present study findings. Twelve appendices include questionnaires, observation forms, anova tables, and teachers' parents' and principals' perceptions of the Cognitive Education project. (Contains 149 references.) (SLD)
Descriptors: Administrators, Cognitive Processes, Elementary Education, Elementary School Students, Foreign Countries, Gifted, Grade 4, Grade 7, Instructional Effectiveness, Learning Disabilities, Longitudinal Studies, Metacognition, Motivation, Parents, Program Evaluation, Reading Comprehension, Symbolic Learning, Teaching Methods, Thinking Skills
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Alberta Dept. of Education, Edmonton.
Identifiers: Alberta; Feuerstein (Reuven); Instrumental Enrichment; Strategies Program for Effective Learning Thinking
Note: For the summary report, see TM 021 127.