Effects of a Cognitive Acceleration Programme on Year 1 pupils (Updated)

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Where can I find out more?

Adey, P. S., Robertson, A., and Venville, G., Let’s Think! – a pack of activities including most of the materials necessary for the intervention described above, published by NFER Nelson, 2001.

The original CASE programme is described, explained and analysed in Adey, P. and Shayer, M. (1994): Really Raising Standards: cognitive intervention and academic achievement. London: Routledge.
Two websites associated with the CASE project are: www.kcl.ac.uk/depsta/education/teaching/CAT and www.case-network.org.uk

You can also click on www.gtce.org.uk/researchofthemonth ‘Improving learning through cognitive intervention’ which presents a summary of the CASE project.
Thinking Through Geography is a major innovation which shares a range of features with CASE. Edited by David Leat recently of the University of Newcastle, now of the Centre for British Teachers (CfBT), Reading, it is published by Chris Kington Publishing, Cambridge. There is now a second volume, More Thinking Through Geography, published by the same company.

The researcher Robert Fisher has also done extensive work on the teaching of thinking skills. His work has been influential in the ‘philosophy for children’ approach and places great emphasis on the development and use of questioning skills by pupils. His book Teaching Thinking published by Cassell (1998) contains many useful ideas and examples.

A recent account of a range of cognitive acceleration programmes which includes four chapters relating to the Year 1 work described here can be found in Learning Intelligence edited by Michael Shayer and Philip Adey, published 2002 by Open University Press.

Details of the professional development activities of CASE are available from the Centre for the Advancement of Thinking, King’s College London, e-mail cat@kcl.ac.uk

Two recent EPPI systematic reviews:

The first investigated evidence for the impact of thinking skills on learners: Higgins S, Baumfield V, Lin M, Moseley D, Butterworth M, Downey G, Gregson M, Oberski I, Rockett M and Thacker D (2004) Thinking skills approaches to effective teaching and learning: what is the evidence for impact on learners. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Available at: http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/thinking_skills/review_one_abstract.htm
The second was a meta-analysis of the impact of the implementation of thinking skills approaches on pupils: Higgins S, Hall E, Baumfield V, Moseley D (2005) A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available at: http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/thinking_skills/review_two_abstract.htm

The ideas of Vygotsky are relevant to the theory of cognitive acceleration. A Research of the Month summary on his work is available entitled ‘Social interaction as a means of constructing learning: the impact of Lev Vygotsky’s ideas on teaching and learning’ is available at http://www.gtce.org.uk/PolicyAndResearch/research/ROMtopics

A further Research of the Month summary on the TTA/CfBT funded school-based research consortia initiative 1997-2000 includes case studies related to teaching thinking skills. This summary, entitled ‘Teachers and school based research’ can be found at: http://www.gtce.org.uk/PolicyAndResearch/research/ROMtopics/98873 or by looking under ‘Previous RoMs’ on the main ‘RoM topics’ page.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the research show? What is cognitive intervention all about? How was the research designed? What were the main components of the programme? What were the characteristic features of the activities used in the project? What happened in a classroom activity? How did the pupils benefit? How were the teachers prepared for the intervention? Which tests were used on the pupils? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Effects of a Cognitive Acceleration Programme on Year 1 pupils (Updated) This digest found in Thinking skills Send to a friend Word doc 100KB Printer friendly Collate for later Where can I find out more? Adey, P. S., Robertson, A., and Venville, G., Let’s Think! – a pack of activities including most of the materials necessary for the intervention described above, published by NFER Nelson, 2001. The original CASE programme is described, explained and analysed in Adey, P. and Shayer, M. (1994): Really Raising Standards: cognitive intervention and academic achievement. London: Routledge. Two websites associated with the CASE project are: www.kcl.ac.uk/depsta/education/teaching/CAT and www.case-network.org.uk You can also click on www.gtce.org.uk/researchofthemonth ‘Improving learning through cognitive intervention’ which presents a summary of the CASE project. Thinking Through Geography is a major innovation which shares a range of features with CASE. Edited by David Leat recently of the University of Newcastle, now of the Centre for British Teachers (CfBT), Reading, it is published by Chris Kington Publishing, Cambridge. There is now a second volume, More Thinking Through Geography, published by the same company. The researcher Robert Fisher has also done extensive work on the teaching of thinking skills. His work has been influential in the ‘philosophy for children’ approach and places great emphasis on the development and use of questioning skills by pupils. His book Teaching Thinking published by Cassell (1998) contains many useful ideas and examples. A recent account of a range of cognitive acceleration programmes which includes four chapters relating to the Year 1 work described here can be found in Learning Intelligence edited by Michael Shayer and Philip Adey, published 2002 by Open University Press. Details of the professional development activities of CASE are available from the Centre for the Advancement of Thinking, King’s College London, e-mail cat@kcl.ac.uk Two recent EPPI systematic reviews: The first investigated evidence for the impact of thinking skills on learners: Higgins S, Baumfield V, Lin M, Moseley D, Butterworth M, Downey G, Gregson M, Oberski I, Rockett M and Thacker D (2004) Thinking skills approaches to effective teaching and learning: what is the evidence for impact on learners. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education. Available at: http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/thinking_skills/review_one_abstract.htm The second was a meta-analysis of the impact of the implementation of thinking skills approaches on pupils: Higgins S, Hall E, Baumfield V, Moseley D (2005) A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available at: http://eppi.ioe.ac.uk/EPPIWeb/home.aspx?page=/reel/review_groups/thinking_skills/review_two_abstract.htm The ideas of Vygotsky are relevant to the theory of cognitive acceleration. A Research of the Month summary on his work is available entitled ‘Social interaction as a means of constructing learning: the impact of Lev Vygotsky’s ideas on teaching and learning’ is available at http://www.gtce.org.uk/PolicyAndResearch/research/ROMtopics A further Research of the Month summary on the TTA/CfBT funded school-based research consortia initiative 1997-2000 includes case studies related to teaching thinking skills. This summary, entitled ‘Teachers and school based research’ can be found at: http://www.gtce.org.uk/PolicyAndResearch/research/ROMtopics/98873 or by looking under ‘Previous RoMs’ on the main ‘RoM topics’ page.