Dating violence and sexual risk behaviors in a sample of at-risk Israeli youth     

Schiff M  Zeira A 《Child abuse & neglect》2005,29(11):1249-1263

OBJECTIVE: This exploratory study examines the reported dating violence and its association with sexual risk behavior among Israeli adolescents, who are at risk for dropping out of school. METHODOLOGY: A convenience sample of 105 at-risk youth (51 boys and 54 girls) completed self-administered anonymous, questionnaires in small same-gender groups. The questionnaire included a Hebrew version of the Conflict in Adolescent Dating Relationships Inventory, a valid scale developed in the US especially for adolescents, the Hebrew version of the Conflict Tactics Scale and the Self-Efficacy to Refuse Sexual Behavior Scale. RESULTS: We found high rates of perpetration of verbal-emotional abuse for both girls and boys. Rates of reported victimization by physical abuse were higher among boys but that by sexual abuse were higher among girls. We found a moderate inverse association between victimization by dating violence and practicing safe sex among girls. There was a similar but much stronger association for boys who were victims of dating violence. CONCLUSIONS: The high rates of various types of dating violence in Israel, at least among at-risk adolescents, should raise concern and motivate designing and implementing specific prevention interventions. The high reported rates of victimization from dating violence among boys are somewhat surprising and call for special attention and more indepth studies.  相似文献   

Technological,pedagogical and content knowledge in one-to-one classroom: teachers developing “digital wisdom”     

Ina Blau  Yehuda Peled  Anat Nusan 《Interactive Learning Environments》2016,24(6):1215-1230

One-to-one (1X1) laptop initiatives become prevalent in schools aiming to enhance active learning and assist students in developing twenty-first-century skills. This paper reports a qualitative investigation of all 7th graders and their 15 teachers in a junior high-school in Northern Israel gradually implementing 1X1 model. The research was conducted during a second year of 1X1 implementation at the school level, which was a first year of teaching and learning with laptops for all study participants. The study triangulates non-participant lessons’ observations and semi-structured interviews with 15 teachers. The data were collected twice: at the beginning and toward the end of the 2011–2012 academic year – in total, 30 observations and 30 interviews were conducted. The results were examined through phenomenological research techniques and discussed in terms of the technological, pedagogical and content knowledge (TPACK) and “digital wisdom” approaches. The teachers showed significant increase of technological knowledge. However, only moderate connections between technology and pedagogy as well as between technology and content were found. Some of the teachers functioned as moderators, scaffolding students and supporting their individual or collaborative learning. However, many teachers struggled with effective management of 1X1 classroom. Neither conjunction of teacher TPACK nor facilitation of student digital skills was observed. The paper suggests an overlap of the TPACK framework and the digital wisdom approach and provides implications for curriculum developers and educational policy-makers.  相似文献   

Studying Biotechnological Methods Using Animations: The Teacher’s Role     

Hagit Yarden  Anat Yarden 《Journal of Science Education and Technology》2011,20(6):689-702

Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level. However, using animation alone does not ensure learning. Students sometimes miss essential features when they watch only animations, mainly due to the cognitive load involved. Moreover, students seem to attribute a great deal of authority to the computer and may develop misconceptions by taking animations of abstract concepts too literally. In this study, we attempted to explore teachers’ perceptions concerning the use of animations in the classroom while studying biotechnological methods, as well as the teachers’ contribution to the enactment of animations in class. Thirty high-school biotechnology teachers participated in a professional development workshop, aimed at investigating how teachers plan for and support learning with animation while studying biotechnological methods in class. From that sample, two teachers agreed to participate in two case studies aimed at characterizing teachers’ contribution to the enactment of animations in class while studying biotechnological methods. Our findings reveal marked teacher contribution in the following three aspects: establishing the “hands-on” point of view, helping students deal with the cognitive load that accompanies the use of animation, and implementing constructivist aspects of knowledge construction while studying using animations.  相似文献   

Optimal educational climate among students at risk: the role of teachers’ work attitudes     

Freund  Anat  Zriker  Amit  Sapir  Zehava 《European Journal of Psychology of Education - EJPE》2022,37(1):207-226

European Journal of Psychology of Education - One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect...  相似文献   

Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program     

Ronit Rozenszajn  Anat Yarden 《Research in Science Education》2014,44(1):189-213

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher’s actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers’ PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers’ experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the “orientation toward teaching science” category of PCK which appears to be unclear in current literature.  相似文献   

Text genre as a factor in the formation of scientific literacy     

Ayelet Baram‐Tsabari  Anat Yarden 《科学教学研究杂志》2005,42(4):403-428

Learning using primary literature may be a way of developing a capacity for scientific ways of thinking among students. Since reading research articles is a difficult task for novices, we examined the possible benefits of learning using primary literature versus secondary literature, particularly with respect to their influence on the creation and formation of scientific literacy. We report on a comparison between four groups of high school students, each with differing degrees of prior knowledge in biology, who read a domain‐related text written in either the scientific research article genre (adapted primary literature) or the popular‐scientific genre (secondary literature). Although there was no significant difference in the students' ability to summarize the main ideas of each text, indicating that there was no eminent distinction in their content, we found that students who read adapted primary literature demonstrated better inquiry skills, whereas secondary literature readers comprehended the text better and demonstrated less negative attitudes toward the reading task. Since the scientific content of the two texts was essentially identical, we suggest that the differences in students' performances stem from the structure of the text, dictated by its genre. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 403–428, 2005  相似文献   

Monitoring comprehension in a foreign language: Trait or skill?     

Temelman-Yogev  Lilach  Katzir  Tami  Prior  Anat 《Metacognition and Learning》2020,15(3):343-365

Metacognition and Learning - Success in higher education is highly dependent on students’ ability to efficiently read and comprehend large amounts of text in the speaker’s first/native...  相似文献   

Book reviews     

George Gerbner  Saul N. Scher  Robert Steele  Samuel Maitin  Herbert I. Schiller 《Educational technology research and development : ETR & D》1968,16(3):318-329

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Decentralization and the New York state legislature     

Richard K. Scher 《The Urban Review》1969,4(1):13-19

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Exploring the effects of cognitive conflict and direct teaching for students of different academic levels     

Anat Zohar  Simcha Aharon‐Kravetsky 《科学教学研究杂志》2005,42(7):829-855

Despite inconclusive evidence regarding the effectiveness of cognitive conflict, educators still consider it a significant instructional strategy. One of the challenges of current research is to study the conditions under which cognitive conflict is effective. This research examines the notion that cognitive conflict may have dissimilar effects for students of different academic levels. The study compares the effectiveness of teaching the control of variables thinking strategy to students of two academic levels (low vs. high) by two different teaching methods [inducing a cognitive conflict (ICC) vs. direct teaching (DT)]. One hundred twenty‐one students who learned in a heterogeneous school were divided into four experimental groups in a 2 × 2 design. Results show no main effect of teaching method but do show a significant interaction effect between level of students and teaching method. The findings show that students with high academic achievements benefited from the ICC teaching method while the DT method hindered their progress. In contrast, students with low academic achievements benefited from the DT method while the ICC teaching method hindered their progress. The interaction effect was preserved in a retention test that took place 6 months after instruction. The findings show that previous inconclusive findings regarding the effectiveness of the ICC method can be explained by its contradictory effects on students of different academic levels. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 829–855, 2005  相似文献