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Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and academic achievement. London, England: Routledge.
Andrews, J., Janzen, H. L., & Saklofske, D. H. (2001). Handbook of psychoeducational assessment: Ability, achievement, and behavior in children. San Diego, CA: Academic Press.
Azarizad, R. (2013). Speaking dynamic assessment. Saarbrücken, Germany: LAP LAMBERT Academic Publishing.
Bellanca, J. A. (2009). Designing professional development for change: A guide for improving classroom instruction. Thousand Oaks, CA: Corwin Press.
Bellanca, J. A. (2010). Enriched learning projects: A practical pathway to 21st century skills. Bloomington, IN: Solution Tree Press.
Bellanca, J. A. (2013). The focus factor: 8 essential twenty-first century thinking skills for deeper student learning. New York, NY: Teachers College Press.
Bellanca, J. A. (2014). Deeper learning: Beyond 21st century skills. Bloomington, IN: Solution Tree Press.
Bellanca, J. A., & Brandt, R. S. (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press.
Bellanca, J. A., Fogarty, R., & Pete, B. M. (2012). How to teach thinking skills within the common core: 7 key student proficiencies of the new national standards. Bloomington, IN: Solution Tree Press.
Ben-Hur, M. (1994). On Feuerstein's instrumental enrichment: A collection. Palatine, IL: IRI/SkyLight Training and Pub.
Ben-Hur, M. (2006). Concept-rich mathematics instruction: Building a strong foundation for reasoning and problem solving. Alexandria, VA: Association for Supervision and Curriculum Development.
Blagg, N. (1990). Can we teach intelligence?: A comprehensive evaluation of Feuerstein's instrumental enrichment program. Hillsdale, NJ: Lawrence Erlbaum Associates.
Cognitive Research Program (University of the Witwatersrand). (1996). Mediated learning in and out of the classroom. Arlington Heights, IL: IRI/SkyLight Training and Pub.
Costa, A. L., & Liebmann, R. M. (1997). Supporting the spirit of learning: When process is content. Thousand Oaks, CA: Corwin Press.
Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. Upper Saddle River, NJ: Pearson.
Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.
Fahmy, M. (2014). The effect of dynamic assessment on adult aearners of Arabic. Saarbrücken, Germany: LAP LAMBERT Academic Publishing.
Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.
Feuerstein, R. (n.d). Learning potential assessment device (LPAD). Jerusalem, Israel: Hadassah-Wizo Canada Research Institute.
Feuerstein, R., & Hoffman, M. B. (1980). Feuerstein instrumental enrichment program. Washington, DC: Curriculum Development Associates.
Feuerstein, R., & Lewin-Benham, A. (2012). What learning looks like: Mediated learning in theory and practice, K-6. London, England: Teachers College, Columbia University.
Feuerstein, R., & Rand, Y. (1997). Don't accept me as I am: Helping retarded performers excel. Arlington Heights, IL: SkyLight Training and Pub.
Feuerstein, R., Falik, L. H., Feuerstein, R. S., & Bohács, K. (2013). A think-aloud and talk-aloud approach to building language: Overcoming disability, delay, and deficiency. New York, NY: Teachers College Press.
Feuerstein, R., Falik, L. H., Feuerstein, R. S., Feuerstein, S., & Haywood, H. C. (2015). Changing minds and brains: The legacy of Reuven Feuerstein, higher thinking and cognition through mediated learning. London, England: Teachers College Press.
Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). Beyond smarter: Mediated learning and the brain's capacity for change. London, England: Teachers College Press.
Feuerstein, R., Klein, P. S., & Tannenbaum, A. J. (1994). Mediated learning experience (MLE): Theoretical, psychosocial and learning implications. London, England: Freund Publishing House.
Forgas, J. P., Baumeister, R. F., & Tice, D. M. (2009). Psychology of self-regulation: Cognitive, affective, and motivational processes. New York; London: Psychology Press.
Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice : Clinical and educational applications. Cambridge, England: Cambridge University Press.
Hopkins, K. R. (2010). Teaching how to learn in a what-to-learn culture. San Francisco, CA: Jossey-Bass.
Jackson, Y. (2011). The pedagogy of confidence: Inspiring high intellectual performance in urban schools. New York, NY: Teachers College Press.
Jensen, E. (2006). Enriching the brain: How to maximize every learner's potential. San Francisco, CA: Jossey-Bass.
Kinard, J. T., & Kozulin, A. (2008). Rigorous mathematical thinking: Conceptual formation in the mathematics classroom. Cambridge, England: Cambridge University Press.
Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge, MA: Harvard University Press.
Kozulin, A., & Rand, Y. (2000). Experience of mediated learning: An impact of Feuerstein's theory in education and psychology. New York, NY: Pergamon.
Lidz, C. S. (1991). Practitioner's guide to dynamic assessment. New York, NY: Guilford Press.
Lidz, C. S., & Elliott, J. (2000). Dynamic assessment: Prevailing models and applications. Amsterdam, Netherlands: JAI.
Martinez, M. E. (2000). Education as the cultivation of intelligence. Mahwah, NJ: Lawrence Erlbaum Associates.
Marton, F., Hounsell, D., & Entwistle, N. J. (1997). The experience of learning: Implications for teaching and studying in higher education. Edinburgh, Scotland: Scottish Academic Press.
Mentis, M. T. (2009). Bridging learning: Unlocking cognitive potential in and out of the classroom. Thousand Oaks, CA: Corwin.
Mentis, M. T., Dunn-Bernstein, M. J., & Mentis, M. (2008). Mediated learning: Teaching, tasks, and tools to unlock cognitive potential. Thousand Oaks, CA: Corwin Press.
Moseley, D. (2005). Frameworks for thinking: A handbook for teaching and learning. Cambridge, England: Cambridge University Press.
Murphy, R. (2011). Dynamic assessment, intelligence and measurement. Hoboken, NJ: Wiley-Blackwell.
Negari, W. (2011). Mediated learning experiences as learning transformation tool: The case of oral communication. Saarbrücken, Germany: LAP LAMBERT.
Nickerson, R. S., Perkins, D. N., & Smith, E. E. (1985). The teaching of thinking. Hillsdale, NJ: L. Erlbaum Associates.
Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Berlin, Germany: Springer.
Pou, L. K.-H. (2008). Mediating learning to children: A practioner's journal. Singapore: Centre for Enhancing Learning Potential Pte. Ltd.
Pou, L. K.-H. (2015). Mediating learning: From theory to practice: A framework for the practice of mediating learning. Singapore: L.A.M.P. Learning Pte Ltd.
Rodriguez, E. R., & Bellanca, J. A. (2007). What is it about me you can't teach?: An instructional guide for the urban educator. Thousand Oaks, CA: Corwin Press.
Rodriguez, V. (2014). The teaching brain : An evolutionary trait at the heart of education. New York, NY: The New Press.
Samuda, R. J. (1998). Advances in cross-cultural assessment. Thousand Oaks, CA: Sage Publications.
Seng, A. S., Pou, L. H., & Tan, O. S. (2003). Mediated learning experience with children: Applications across contexts. Singapore: McGraw-Hill Education (Asia).
Sharron, H., & Coulter, M. (1996). Changing children's minds: Feuerstein's revolution in the teaching of intelligence. London, England: Imaginative Minds.
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge, England: Cambridge University Press.
Sugden, D. (1989). Cognitive approaches in special education. London, England: Falmer.
Sutherland, P. (1992). Cognitive development today: Piaget and his critics. London, England: P. Chapman Pub.
Tan, O. S. (2007). Problem-based learning in elearning breakthroughs. Singapore: Thomson Learning.
Tan, O. S., & Seng, A. S. (2005). Enhancing cognitive functions: Applications across contexts. Singapore: McGraw Hill.
Tan, O. S., & Seng, A. S. (2008). Cognitive modifiability in learning and assessment: International perspectives. Singapore: Cengage Learning.
Tzuriel, D. (2001). Dynamic assessment of young children. New York, NY: Kluwer Academic/Plenum.
Yang, H. (2015). Teacher mediated agency in educational reform in China. Cham, Switzerland: Springer.
Yasnitsky, A., & Veer, R. D. (2016). Revisionist revolution in Vygotsky studies. London, England: Routledge.
Zanartu, C. R., Doerr, P., & Portman, J. (2015). Teaching 21 thinking skills for the 21st century: The MiCOSA model. Upper Saddle River, NJ : Pearson.
Feuerstein, R. S., Feuerstein, R., & Falik, L. (2005). The Feuerstein programs for early assessment and intervention: The LPAD-Basic and the IE-Basic. In O. S. Tan & A. S. H. Seng (Eds.), Enhancing cognitive functions: Applications across context (pp. 103-146). Singapore: McGraw Hill Education (Asia).
Tzuriel, D. (2015). Mediated learning experience (MLE) strategies and children’s cognitive plasticity. In O. S. Tan, H. O. Wong & S. H. Seng (Eds.), Global voices in education: Ruth Wong memorial lectures (pp. 191-200). Singapore: Springer.
Bellanca, J. A. (2013). School leader's guide to the common core: Achieving results through rigor and relevance. Bloomington, IN: Solution Tree Press.
Lauchlan, F., & Carrigan, D. (2013). Improving learning through dynamic assessment: A practical classroom resource. London, England: Jessica Kingsley Publishers.
Cramp, A., & Lamond, C. (2016). Engagement and kindness in digitally mediated learning with teachers. Teaching in Higher Education, 21(1), 1-12. doi: 10.1080/13562517.2015.1101681
Cross, M., & Naidoo, D. (2012). Race, diversity pedagogy: Mediated learning experience for transforming racist habitus and predispositions. Review of Education, Pedagogy & Cultural Studies, 34(5), 227-244. doi: 10.1080/10714413.2012.735558
Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (2004). Cognitive modifiability in retarded adolescents: Effects of instrumental enrichment. Developmental Neurorehabilitation, 7(1), 20-29. doi: 10.1080/13638490310001655140-1
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53. doi: 10.1016/j.compedu.2015.09.005
Isman, E. B., & Tzuriel, D. (2008). The mediated learning experience (MLE) in a three generational perspective. British Journal of Developmental Psychology, 26(4), 545-560. doi: 10.1348/026151007X269786
Kozulin, A., & Presseisen, B. Z. (1995). Mediated learning experience and psychological tools: Vygotsky's and Feuerstein's perspectives in a study of student learning. Educational Psychologist, 30(2), 67-75. doi: 10.1207/s15326985ep3002_3
Lebeer, J. O. (2014). Clinical and educational implications of Reuven Feuerstein's mediated learning experience theory: Current scientific evidence [Special Issue]. Transylvanian Journal of Psychology, 3-8. Available from EBSCOhost Online Research Databases.
Lebeer, J. O. (2014). Modifiability and mediated learning in the light of neuroscientific evidence of ecological plasticity [Special Issue]. Transylvanian Journal of Psychology, 51-79. Available from EBSCOhost Online Research Databases.
Lewis, J. (1990). Dynamic assessment: An interactional approach to evaluating learning potential. McGill Journal Of Education, 25(1), 129. Available from McGill Journal of Education.
Lidz, C. S., & Haywood, H. C. (2014). From dynamic assessment to intervention: Can we get there from here? [Special Issue]. Transylvanian Journal of Psychology, 81-108. Available from EBSCOhost Online Research Databases.
Rea-Dickins, P., & Poehner, M. E. (2011). Addressing issues of access and fairness in education through dynamic assessment. Assessment In Education: Principles, Policy & Practice, 18(2), 95-97. doi: 10.1080/0969594X.2011.567076
Seabi, J. (2012). Feuerstein's Mediated learning experience as a vehicle for enhancing cognitive functioning of remedial school learners in South Africa. Australian Journal of Educational & Developmental Psychology, 12, 35-45. Available from EBSCOHOST ERIC database.
Seng, A. S. H. (2002). Mediated learning experience to help underachievers. ASCD (Singapore) Review, 11(2), 57-62. Retrieved from NIE Digital Repository: http://hdl.handle.net/10497/13702
Seng, A. S. H., & Wong, S. S. (2000). Cognitive modifiability, mediated learning experience and affective-motivational processes: A transactional approach to learning in a knowledge-based society. Paper presented at the ERA-AME-AMIC Joint Conference, Singapore, 4-6 September 2000. Retrieved from NIE Digital Repository: http://hdl.handle.net/10497/15492
Seng, A. S. H., & Wong, S. S. (2000). Mediated learning experience for the intellectually disabled children. Paper presented at the MINDS-UNESCAP Millennium Symposium on Intellectual Disability, Singapore, 28 November to 2 December 2000. Retrieved from NIE Digital Repository: http://hdl.handle.net/10497/17652
Skuy, M., Kaniel, S., & Tzuriel, D. (1988). Dynamic assessment of intellectually superior Israeli children in a low socio-economic status community. Gifted Education International, 5(2), 90-96.
Sternberg, R. J. (2014). The current status of the theory of structural cognitive modifiability in relation to theories of intelligence [Special Issue]. Transylvanian Journal of Psychology, 9-13. Available from EBSCOhost Online Research Databases.
Tan, O. S. (2003). Mediated learning and pedagogy: Applications of feuerstein's theory in twenty-first century education. REACT, 2003(1), 53-63. Retrieved from NIE Digital Repository: http://hdl.handle.net/10497/3866
ten Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Educational Administration Quarterly, 48(4), 699-732. doi: 10.1177/0013161X11436272
Tzuriel, D., & Eran, Z. (1990). Inferential cognitive modifiability of kibbutz young children as a function of mother-child mediated learning experience (MLE) interactions. International Journal of Cognitive Education and Mediated Learning, 1(2), 103-117.
Tzuriel, D. (1992). The development of ego identity at adolescence among Israeli Jews and Arabs. Journal of Youth and Adolescence, 21(5), 551-571.
Tzuriel, D. (1992). The dynamic assessment approach: A reply to Frisby and Braden. The Journal of Special Education, 26(3), 302-324.
Tzuriel, D., & Caspi, N. (1992). Cognitive modifiability and cognitive performance of deaf and hearing preschool children. The Journal of Special Education, 26(3), 235-252.
Tzuriel, D., Kaniel, S., Kanner, E., & Haywood, H. C. (1999). Effects of the “Bright Start” program in kindergarten on transfer and academic achievement. Early Childhood Research Quarterly, 14(1), 111-141.
Tzuriel, D., & Kaufman, R. (1999). Mediated learning and cognitive modifiability dynamic assessment of young Ethiopian immigrant children to Israel. Journal of Cross-Cultural Psychology, 30(3), 359-380.
Tzuriel, D., & Shamir, A. (2002). The effects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18(1), 21-32.
Tzuriel, D., & Shamir, A. (2007). The effects of Peer Mediation with Young Children (PMYC) on children's cognitive modifiability. British Journal of Educational Psychology, 77, 143-165.
Tzuriel, D., & George, T. (2009). Improvement of analogical reasoning and academic achievement by the Analogical Reasoning Programme (ARP). Educational and Child Psychology, 26(3), 71-94.
Tzuriel, D. (2011). Revealing the effects of cognitive education programmes through dynamic assessment. Assessment in Education: Principles, Policy & Practice, 18(2), 113-131. doi: 10.1080/0969594X.2011.567110
Tzuriel, D. (2013). Mediated learning experience and cognitive modifiability. Journal of Cognitive Education and Psychology, 12(1), 59-80. doi: 10.1891/1945-89220.127.116.11
Tzuriel, D. (2014). Mediated learning experience (MLE) and cognitive modifiability: Theoretical aspects and research applications [Special Issue]. Transylvanian Journal of Psychology, 15-49. Available from EBSCOhost Online Research Databases.
Vedovelli, C. (2014). Neuro-teaching in primary school. The principles of Feuerstein's mediated learning integrated into school curriculum [Special Issue]. Transylvanian Journal of Psychology, 195-218. Available from EBSCOhost Online Research Databases.
Weibel, D., Wissmath, B., & Mast, F. W. (2010). Immersion in mediated environments: The role of personality traits. CyberPsychology, Behavior & Social Networking, 13(3), 251. doi: 10.1089/cyber.2009.0171
White, C., Direnzo, R., & Bortolotto, C. (2016). The learner-context interface: Emergent issues of affect and identity in technology-mediated language learning spaces. System. Advance online publication. doi: 10.1016/j.system.2016.06.008
White, R., & Dinos, S. (2010). Investigating the impact of mediated learning experiences on cooperative peer communication during group initiatives. Journal of Experiential Education, 32(3), 226-238. doi: 10.1177/105382590903200304