Evaluation of the Feuerstein Instrumental Enrichment (FIE) Program among Israeli-Arab Students

Autor/inn/en	Tzuriel, David; Cohen, Shlomit; Feuerstein, Rafi; Devisheim, Haim; Zaguri-Vittenberg, Shahar; Goldenberg, Rosalind; Yosef, Lea; Cagan, Anat
Titel	Evaluation of the Feuerstein Instrumental Enrichment (FIE) Program among Israeli-Arab Students
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 1, S.95-110 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1951409
Schlagwörter	Foreign Countries; Program Evaluation; Enrichment Activities; Jews; Arabs; Problem Solving; Metacognition; Elementary School Students; Grade 4; Intelligence Tests; Grades (Scholastic); Outcomes of Education; Academic Achievement; Program Implementation; English (Second Language); Arabic; Mathematics Achievement; Achievement Gap; Israel (Jerusalem); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Programme evaluation; Programmevaluation; Bereicherungsprogramm; Jew; Jude; Jüdin; Juden; Arab; Araber; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 04; 4. Schuljahr; Schuljahr 04; Intelligence test; Intelligenztest; Notenspiegel; Lernleistung; Schulerfolg; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on "Structural Cognitive Modifiability and Mediated Learning Experience" (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE program was developed mainly for students coming from low socioeconomic backgrounds with low academic achievements. The FIE was implemented for one year in three Grade 4 classes (n = 73) in an Israeli-Arab school. Two comparison classes from the same school in Grade 4 (n = 58) learned the regular content-oriented curriculum for the same period. All students were administered the Raven's Colored Progressive Matrices, Numerical Progression Test, and the B8-B12 Set Variation measures before the intervention. Students' grades in English, Arabic, and Mathematics were recorded before and after the intervention. The findings showed that the students receiving the FIE significantly improved their grades from pre- to post-intervention compared with the comparison group, and that students who started the year with lower cognitive scores benefited from the program more than the students with higher scores. The findings indicating a far-transfer effects are discussed in relation to the SCM-MLE theory and previous research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01