Advances in Mediated Learning Experience for 21st Century: Competencies, Contexts and Culture

Latest developments in the neuroscience and science of learning have affirmed the theories of the late cognitive psychologist Professor Reuven Feuerstein. The theory of Mediated Learning Experience (MLE) and Structural Cognitive Modifiability (SCM), which have their genesis in the 1950s continue to make advances in its implementation science. This book aims to provide a compilation of works that synthesises the most up-to-date knowledge, research, and practice of MLE and its interventions which would guide the application of MLE with diverse learners of different stages of human development. Besides an emphasis on the culturally responsive use of the Feuerstein approach, this book also intends to offer substantive coverage of the application of MLE across different contexts and seeks to merge the current state of knowledge and chart research directions for researchers in the cognitive and social-emotional development of students’ learning.

Table of Contents:
Foreword by Rabbi Rafi Feuerstein Preface About the Book Editors About the Contributors Chapter 1 Culturally Responsive Mediated Learning in 21st Century Schools Chapter 2 An Educational Model for Mediation of Pupil’s Executive Functioning during Factual Reading Chapter 3 Mediating Children with Developmental Disabilities: Towards an MLE Network Theory Chapter 4 Spatial Characteristics of 3D-IVR and 2D Computerised Environments on Cognitive Modifiability Chapter 5 Dynamic Assessment and the Integrated Social Learning Theory Framework Chapter 6 Mediated Learning at Play - Developing Creative and Strategic Thinking Through a Card Game Chapter 7 The Relationship of Cognitive Modifiability to Neural Plasticity: From the Feuerstein Perspective Chapter 8 Working Memory and Executive Functions to Mediated Learning and Metacognition ( - and Back!) Chapter 9 Mediational Teachers and Pedagogies for 21st Century Curriculum: Principles and Practice Integrations Chapter 10 Mediated Learning Experience Rating Scale (MLERS) for the Problem-Based Learning Environment Chapter 11 Mediated Learning Experience in Teaching Malay Language Oral: Video Stimulus Response Chapter 12 Cognitively Oriented Curriculum for Children in Community-Based Childcare Centres Chapter 13 Cross-Age Peer Mediation for Children with and without ASD Chapter 14 Mediated Learning for Cognitive and Social Change with Two Case Studies Chapter 15 Deaf Learners and Cognitive Mediation: The Challenge Index

About the Author :
Professor Oon-Seng Tan is Director of the Centre for Research in Child Development at the National Institute of Education, Singapore, a Yidan Visiting Global Fellow at Harvard University, President of the Educational Research Association of Singapore and APERA, and the Editor-in-Chief of Educational Research for Policy & Practice. Bee-Leng Chua is a Senior Lecturer at the Psychological Studies Academic Group at the National Institute of Education, Singapore. She is VP of International Association of Cognitive Education and Psychology and Educational Research Association of Singapore and the Principal Investigator behind the establishment of the Mediated Learning Laboratory in NIE. Isabella Yuen-Fun Wong is an Associate Professor at the Psychological Studies Academic Group at the National Institute of Education, Singapore. She has published articles in a number of leading educational and psychology journals and served on the International Editorial Board of the Journal of Pedagogy, and co-founded the Mediated Learning Laboratory in NIE.