Prof. Feuerstein's Publications

שלחו לחבר

Feuerstein, R., & Lewin-Benham, A. (2012). What Learning Looks Like: Mediated Learning in Theory and Practice, K-6. New York :  Teachers College Press

Feuerstein, R., & Falik, L. H. (2010). Learning to Think, Thinking to Learn: A Comparative Analysis of Three Approaches to Instruction. Journal of Cognitive Education & Psychology, 9(1), 4-20

Feuerstein, R., Rand, Y., Hoffman, M., Hoffman, M., & Miller, R. (2004). Voices from the past. Pediatric Rehabilitation,7(1), 20-29.

Feuerstein, R., Feuerstein, R., & Kozulin, A. (2001). Mediated Learning Experience in Teaching and Counseling. Proceedings of the International Conferences "Models of Teacher Training" and "Educational Advancement for Youth at Risk." Jerusalem : International Center for the Enhancement of Learning Potential

 Feuerstein, R. & Kozulin, A. (1995). The Bell Curve: Getting the facts straight. Educational Leadership, 52(7), 71-75

Durkin, R. P., Beker, J., & Feuerstein, R. (1995). Can Environments Modify and Enhance the Development of Personality and Behavior? Toward an Understanding of the Influence of the Modifying Environment in Group Care Settings. Residential Treatment for Children & Youth,12(4), 1-14

Beker, J., & Feuerstein, R. (1991). The Modifying Environment and Other Environmental Perspectives in Group Care: A Conceptual Contrast and Integration. Residential Treatment for Children & Youth,8(3), 21-37

Strauss, R. P., Feuerstein, R. & Mintzker, Y. (1989). Ordinary faces? Down syndrome, facial surgery, active modification, and social perceptions. American Journal on Mental Retardation, 94(2),115-118,

Kaniel, S. & Feuerstein, R. (1989). Special needs of children with learning difficulties. Oxford Review of Education, 15(2 ), 165-179

Feuerstein, R. (1988). Youth Aliyah; pioneer movement and therapeutic community. In M. Gottesmann (Ed.). Cultural Transition - the Case of Immigrant Youth; Collected Papers (pp.90-102). Jerusalem: Magnes Press

Arieli, M., & Feuerstein, R. (1987). The two-fold care organization: on the combining of group and foster care. Child & Youth Care Quarterly, 16, 168-195

Feuerstein, R. (1986). Learning to Learn: Mediated Learning Experiences and Instrumental Enrichment. Special Services in the Schools, 3(1)

Feuerstein, R. (1986). Learning Potential Assessment. Special Services in the Schools, 2(2)

Feuerstein, R., & Hoffman, M. B. (1982). Intergenerational conflict of rights: cultural imposition and self-realization. Viewpoints In Teaching & Learning, 58, 44-63.

Feuerstein, R., Miller, R., Rand, Y., & Jensen, M. R. (1981). Can evolving techniques better measure cognitive change? Journal Of Special Education, 15(2), 201–219

Feuerstein, R., & Hoffman, M. B. (1981). Cognitive modifiability in adolescence: cognitive structure and the effects of intervention. Journal Of Special Education, 15(2), 269-287.

Feuerstein, R., & Jensen, M. R. (1980). Instrumental enrichment: theoretical basis, goals, and instruments. Educational Forum, 44,401-423.

Feuerstein, R. (1979). Cognitive modifiability in retarded adolescents: effects of instrumental enrichment. American Journal Of Mental Deficiency, 83, 539-550.

Feuerstein, R., & Feuerstain, R. (1974). Innovative educational strategies for the integration of high-risk adolescents in Israel. Phi Delta Kappan, 55, 556-558

Feuerstein, R., & Rand, Y. (1974). Mediated Learning Experiences: An Outline of the Proximal Etiology for Differential Development of Cognitive Functions. International Understanding 

Feuerstein, R. (1973). The Psycho-social Habilitation of High Risk Israeli Adolescent Immigrants Through Group Care. Eric Reports

Feuerstein, R., & Hamburger, M. (1965).Proposal to study the process of redevelopment in several groups of deprived early adolescents in both residential and non-residential settings. Jerusalem : Youth Aliya