Evidence for long-term effects: Promises and pitfalls

Evaluation and Research in Education

Volumn 18, Issue 1-2, 2004, Pages 83-102

  Adey, Philip ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

cognitive acceleration; educational experiments; long term effects; methodology

Indexed keywords

EID: 34548819182     PISSN: 09500790     EISSN: 17477514     Source Type: Journal    
DOI: 10.1080/09500790408668310     Document Type: Article

References (26)

1. Adey, P., 1997. It all depends on the context, doesn't it? Searching for general, educable, dragons. Studies in Science Education, 29: 45–92.
2. Adey, P., 2003. Changing minds. Educational and Child Psychology, 20 (2): 19–30.
3. Adey, P., and Shayer, M., 1993. An exploration of long-term far-transfer effects following an extended intervention programme in the high school science curriculum. Cognition and Instruction, 11 (1): 1–29.
4. Adey, P., and Shayer, M., 1994. Really Raising Standards: Cognitive Intervention and Academic Achievement, London: Routledge.
5. Adey, P., Robertson, A., and Venville, G., 2001a. Let's Think!, Slough, UK: NFER-Nelson.
6. Adey, P., Shayer, M., and Yates, C., 2001b. Thinking Science: The Curriculum Materials of the CASE Project, 3rd edn, London: Nelson Thornes.
7. Adey, P., Robertson, A., and Venville, G., 2002. Effects of a cognitive stimulation programme on Year 1 pupils. British Journal of Educational Psychology, 72: 1–25.
8. Adey, P., Nagy, F., Robertson, A., Serret, N., and Wadsworth, P., 2003. Let's Think Through Science!, London: NFER-Nelson.
9. Adey, P., Hewitt, G., Hewitt, J., and Landau, N., 2004. The Professional Development of Teachers: Practice and Theory, Dordrecht: Kluwer.
10. Birmingham City Council. 1997. Signposts, Windsor: NFER-Nelson.
11. Carroll, J. B., 1993. Human Cognitive Abilities, Cambridge, UK: Cambridge University Press.
12. Cohen, L., and Manion, L., 1994. Research Methods in Education, 4th edn, London: Routledge.
13. Cronbach, L., and Furby, L., 1970. How should we measure change, or should we. Psychological Bulletin, 74: 68–80.
14. Forsman, J., Adey, P., and Barber, J., A Thinking Science Curriculum. Paper presented at the American Association for the Advancement of Science. Boston.
15. Hautamüki, J., Kuusela, J., and Wikstrüm, J., CASE and CAME in Finland: ‘The Second Wave’. Harrogate: 10th International Conference on Thinking.
16. Lazar, I., and Darlington, R., 1982. Lasting effects of early education: A report from the consortium for longitudinal studies. Monographs of the Society for Research in Child Development, 47 (2–3)
17. Mayo, E., 1945. The Social Problems of an Industrial Civilization, New Hampshire: Ayer.
18. Prieler, J., The value of derivative scores. Paper presented at the British Psychological Society. Glasgow.
19. Raven, J., 1998. Coloured Progressive Matrices, Oxford: Oxford Psychologist's Press.
20. Shayer, M., 1999. Cognitive acceleration through science education II: Its effect and scope. International Journal of Science Education, 21 (8): 883–902.
21. Shayer, M., and Adey, P., eds. 2002. Learning Intelligence: Cognitive Acceleration Across the Curriculum from 5 to 15 Years, Milton Keynes: Open University Press.
22. Shayer, M., Wylam, H., Küchemann, D., and Adey, P., 1978. Science Reasoning Tasks, Slough: National Foundation for Educational Research.
23. Stenhouse, L., 1975. An Introduction to Curriculum Research and Development, London: Heinemann Educational Books.
24. Sternberg, R. J., 2003. Cognitive Psychology, Belmont, CA: Wadsworth.
25. Sylva, K., and Ilsley, J., 1992. The High Scope approach to working with young children. Early Education, Spring: 5–7.
26. Vernon, P. E., 1971. The Structure of Human Abilities, London: Methuen.