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Psychology - Child & School Psychology | Dynamic Assessment of Young Children (Reviews)

Dynamic Assessment of Young Children

Tzuriel, David

2001, XVI, 241 p.

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"This book is a must read for graduate student, scholar, or practitioner in psychoeducational assessment. At the least, it will provide an introduction to dynamic assessment, and at the most it will change one's philosophy of cognitive measurement."
(Choice, 39:6 (2002)
"...superbly focused and densely packed with helpful information for any educational or clinical psychologist or researcher seeking a comprehensive introduction to the theory and practice of dynamic assessment. [...] Tzuriel provides an excellent overview of much of the key research into the validity, reliability and overall value of dynamic assessment whilst at the same time confronting many of its most powerful critics with logical and carefully balanced rebuttals. ...will come to be considered a standard classic in this field and I have no hesitation in recommending it to anyone seeking an accessible introduction to the static vs dynamic assessment debate."
(Professor Robert Burden in British Journal of Educational Psychology)
"An important contribution to dynamic assessment are Tzuriels DA tests for younger children, which are based directly on Feuerstein's theories... The book is a timely and welcome summary of Tzurieltensive involvement in DA. Tzuriel has opened up a lot of lines of investigation, and the many unanswered questions invite future research, in DA test development as well as in applications of DA to school achievement, and in the prevention of failure for at-risk children."
(Ruth Deutsch in Journal of Cognitive Education and Psychology, 2:3 (December 2002)
"...Highly readable and accesible to a broad audience. [...] Tzuriel achieves the goals of presenting both current theory and clinical applications. He effectively interweaves research and practice in a way that provides detailed information about experimental studies while simultaneously explaining real-life applications of the work." ( Elizabeth D. Peña in Journal of Psychoeducational Assessment, 22 (2004)

 

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