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61.
OBJECTIVES: The study explores why social workers do not always implement their decisions to remove children at risk from their homes. METHOD: Social workers in Israel filled out questionnaires for 96 children at risk at two points of time: when they began to consider whether or not to remove the child, they completed questionnaires tapping their own, the parents', and the children's features. Six months later, they reported their decision, whether or not they had carried it out, and if not, why not. RESULTS: Some 21% of the workers' decisions were not implemented, almost all of them decisions to remove. The main reasons given were the objections of the parents and/or the child. Decisions were implemented for all the children whose mothers were alcohol or drug addicts. Implementation was lower for older children, children who were uncooperative with the social worker, and for children whose parents were uncooperative. It was also lower among experienced workers than novices. CONCLUSIONS: Further study is required to examine the generalizability of these findings to other countries, to understand better the reasons for the non-implementation, and to follow-up on the consequences of the non-implementation. 相似文献
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Research Findings: The study examined the beliefs of kindergarten teachers (K-teachers) regarding the goals of kindergarten. We asked K-teachers to reflect on their own beliefs, their understanding of parents’ beliefs, and their understanding of the beliefs that guide agents of the education system. We further examined differences between K-teachers based on the type of kindergarten in which they worked (religious or secular) and the socioeconomic status of children’s families (middle-high or middle-low). A total of 120 K-teachers responded to closed questionnaires, and 12 teachers also participated in a semistructured interview. The results revealed an incongruence between K-teachers’ perspectives and their understanding of the positions of parents and of agents of the education system. K-teachers evaluated fostering children’s positive self-esteem as the most important goal and promoting literacy and mathematics skills as the least important. They believed, however, that parents and agents of the education system regard children’s advancement in literacy and mathematics skills as the most important goal. Practice or Policy: Recognizing this incongruence facilitates understanding of the rationale behind K-teachers’ actions and their relationships with parents and professional partners. It enables identification of topics that need to be addressed by the professional education community in order to create a dialogue among K-teachers, families, and policymakers. 相似文献
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Learning Environments Research - Case-based Learning (CBL) is perceived as an effective pedagogical approach to improving students’ ability to transfer knowledge, concepts and skills learned... 相似文献
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Tali Heiman Catherine S. Fichten Dorit Olenik-Shemesh Noam S. Keshet Mary Jorgensen 《Education and Information Technologies》2017,22(6):2727-2740
An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to students without disabilities. Integrating information and communication technologies (ICTs) in academic studies may be effective and constructive for students with and without various disabilities, as ICTs can provide students with adaptive ways to compensate for disabilities and enable them to improve learning. The present study examined students’ knowledge of and accessibility to ICTs and it examined students’ perceptions of the ICTs used by professors teaching in a face-to-face traditional postsecondary educational institute (in Canada) and a distance/blended learning higher education institute (in Israel). The sample included 309 Canadian students and 963 Israeli students who completed questionnaires regarding ICT usage, accessibility, and perceived use by professors. Findings reveal that Israeli students reported higher use and greater accessibility of ICTs and they also reported higher use of ICTs by professors. For both groups of students – those with and without LD/ADHD - accessibility to ICTs was predicted by self-reported knowledge and use of ICTs, professors’ ICT use, gender and nationality. The study’s findings and its implications are likely to be important for promoting access to ICTs for students with and without disabilities in both the traditional higher education modality and in distance/ blended learning contexts. 相似文献
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Aini-Kristiina Jäppinen Martine Leclerc Dorit Tubin 《School Effectiveness & School Improvement》2016,27(3):315-332
Professional learning communities (PLC) have been widely accepted as effective with respect to good atmosphere, adequate leadership practices, and functional working practices. However, the outcomes for school improvement depend on case-specific issues. To identify less culturally and contextually bound issues in 3 PLC settings in Canada, Finland, and Israel, we examined our cases through the notion of “collaborativeness”. It refers to a systematic and shared process consisting of efforts, ideas, and activities that aim at achieving synergy. By combining the 3 data sets and applying a special model, we were able to distinguish, through qualitative content analysis, ingredients of collaborativeness beyond culture and context that we consider particularly essential. The crucial factor proved to be a dynamic relationship between mutual and deep learning, realized through 5 different ways. We further believe that our results could serve other organizations striving for school improvement in other kinds of cultural and contextual settings. 相似文献
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Reading and Writing - Research on parent–child shared book reading (SBR) has focused primarily on a single reading of a book and on the reading of the text itself. Yet parents often... 相似文献
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Reading and Writing - The study’s aims were to (a) evaluate preschoolers’ use of private speech (overt talk to themselves) during spelling; and (b) study how it is affected by the... 相似文献
68.
Dorit Maor 《Research in Science Education》1990,20(1):210-219
This paper discusses a study in progress which involves the use of a computerised research science database (Birds of the
Antarctica) and specially designed curriculum materials. The purpose of the study is to investigate the extent to which students’
inquiry skills can be facilitated by the materials. Much attention is given in the programme to developing both students’
inquiry skills and their subject-matter knowledge. Year 11 and 12 students’ knowledge and skills development are interpreted
as they interact with the computerised database and the curriculum materials. Preliminary findings about students’ abilities
and perceptions are discussed and, in particular, constraints to the development of inquiry skills and construction of understanding
are explored.
Specializations: Science education, computers in education, learning environment. 相似文献
69.
This study assessed the effects of three different intervention programs on low-SES mother?Cchild joint activities and on their kindergarten-age children??s progress in early literacy and language. Parents in three groups (119 mothers, 5 fathers) were coached to mediate child learning, respectively, in: interactive storybook reading, writing, or visuomotor skills. A group-specific workshop was followed by 7?weeks of tri-weekly structured dyadic interactions and weekly tutorial home visits. A fourth group (control) received no intervention. Results showed implementation success: Mothers coached in interactive storybook reading or writing mediation improved in the coached activity from pretest to immediate posttest and to delayed posttest. Interactive storybook reading improved less for older than younger children, whereas writing mediation improved more for older than younger children. No transfer emerged from one activity to the other: Coaching on reading had no effect on writing or visuomotor skills, and coaching of writing had an effect only on writing. Children??s alphabetic skills were enhanced in the writing mediation-coached group, whereas linguistic competencies, unexpectedly, were not enhanced in the interactive storybook reading-coached group. The significance of writing mediation as a dyadic activity promoting literacy is emphasized. 相似文献
70.