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31.
Miri Yemini Claire Maxwell Ma'ayan Mizrachi 《Globalisation, Societies & Education》2019,17(3):324-338
We examined the parental strategies of global middle class (GMC) parents currently living in Israel, and compared these to their local middle class (LMC) peers. Both groups of parents were focused on securing advantages for their children through education choices and practices of cultivation. The central difference between these two groups of middle class parents was the ways in which ‘mobile-mindedness’ was conceived of, and in turn shaped the future aspirations they held for their children. A second critical finding was that this group of GMC actively fostered strong relations to belonging to their ‘home’ nation, challenging the suggestion of rootless nomads found in the literature. We argue that the GMCs in our sample think locally in each place they settle in order to secure the educational advantage, but act globally with respect to their children’s prospective futures. Meanwhile, the LMCs think globally in terms of cultivating forms of capital to secure advantages for their children, but do so with a locally-informed frame of reference for their imagined futures. These conceptual insights into the lived narratives of the GMC have implications for the ways we come to understand this emerging middle class fraction, and should shape further research in this area. 相似文献
32.
Miri Barak Judson Harward George Kocur Steven Lerman 《Journal of Science Education and Technology》2007,16(4):325-336
Within the framework of MIT’s course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes
an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of
wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different
instructional strategies, comparing traditional teaching with two models of the studio format. Students’ learning outcomes,
specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings
indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students’ learning outcomes
in Java programming. Comparing to the traditional courses, more students in the studio courses received “A” as their final
grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming
principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide
future versions of the course. 相似文献
33.
Claire Maxwell Miri Yemini Laura Engel Moosung Lee 《British Journal of Sociology of Education》2020,41(6):845-858
AbstractIn this essay we develop the concept of ‘cosmopolitan nationalism’, offering a working definition and suggesting ways sociologists of education might draw on it in their future work. We show how it is a useful analytical lens through which to examine contemporary policies and practices that navigate global processes (ranking systems, mobility of people, expectations for futures) but also take account of nationalistic tendencies, as well as local and national attempts to challenge persistent inequalities within education systems. By using policy examples from three countries (South Korea, Israel and the US), we illuminate how cosmopolitan nationalism is evident across various initiatives in these countries, and the varied implications this has for education systems in terms of equality, access and quality. 相似文献
34.
35.
This paper describes a study conducted in the context of chemistry education reforms in Israel. The study examined a new biochemistry learning unit that was developed to promote in-depth understanding of 3D structures and functions of proteins and nucleic acids. Our goal was to examine whether, and to what extent teaching and learning via model-based learning and animations of biomolecules affect students’ chemical understanding. Applying the mixed methods research paradigm, pre- and post-questionnaires as well as class-observations were employed in the collection, analysis, and interpretation of data. The research population included 175 grade twelve students, divided into three research groups: (a) hands-on exploration of animations, (b) teacher’s demonstrations of animations, (c) traditional learning using textbooks. Findings indicated that the integration of model-based learning and 3D animations enhanced students’ understanding of proteins’ structure and function and their ability to transfer across different levels of chemistry understanding. Findings also indicated that teachers’ demonstrations of animations may enhance students’ ‘knowledge’—a low order thinking skill; however, in order to enhance higher levels of thinking, students should be able to explore 3D animations on their own. Applying constructivist and interpretative analysis of the data, three themes were raised, corresponding to cognitive, affective, and social aspects of learning while exploring web-based models and animations. 相似文献
36.
Claire Maxwell Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):616-632
ABSTRACTIn this study, we explore how different forms of family mobility shape parental education strategies of three middle-class groups (moored Israeli professionals, immigrants from Israel to the UK and global middle class Israeli families). By focusing on families from the same nationality, we show how different practices of mobility differentiate between these middle-class fractions. Building on Andreotti’s framework for ‘global mindedness’ we suggest that orientations to cosmopolitanism also differentiate between these groups – from tourism (moored middle class), to empathy (immigrant middle class), to visiting (global middle class). By drawing on this conceptualisation, it is possible to understand why, despite the considerable uncertainty that constant mobility generates for children’s education and futures, global middle-class parents appear to assuredly navigate processes of securing and transmitting advantage. 相似文献
37.
The international,global and intercultural dimensions in schools: an analysis of four internationalised Israeli schools 总被引：1，自引：0，他引：1
Many educational systems worldwide are making substantial efforts to integrate an international dimension into local schools, fostering significant changes in the processes of instruction and learning as well as transformations at pedagogical and organisational levels. In this paper, we analyse data collected in four schools in Israel that the local press and educational authorities have acknowledged as schools that prominently and comprehensively incorporated international, global and intercultural dimensions. We employ a case-study approach based on interviews with principals and teachers; analysis of schools' websites and documents; and on-site observations, in order to analyse the expression of internationalisation, understand who is involved in the implementation process, and stimulate thinking about the broader impact of this process. We find that ideological and pragmatic reasons underlie schools' motivations to internationalise; their population and status comprise major factors in the decision regarding how, where, why, and when to integrate international and intercultural dimensions. The stakeholders interviewed perceive of internationalisation as offering both cosmopolitan capital to the students and a distinctive feature to the school. The schools demonstrate diverse internationalisation patterns that are neither monitored nor guided by any regulatory agency. These findings contribute to the identification of the factors promoting or delaying the internalisation process and to the understanding of the impact of this process on schools. 相似文献
38.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
39.
ABSTRACTTravel has become ubiquitous for most social groups as holidaying abroad has become ever cheaper and ecumene. This paper considers how travel can be understood as part of family practices around children’s educations and futures. Drawing on Kaufmann’s concept of motility, we examine how spatial mobility might become a form of cultural capital to reproduce privilege or facilitate social mobility. We generated data on family spatial mobility during the act of international air travel itself, interviewing 22 participants. We argue that spatial mobility and its link to social mobility is differently conceived of by our working, middle, and global middle class families, but that all three seek to use travel overtly as a form of cultivation for their children. This leads us to suggest that international travel may illuminate new ways that social class differentiations and lines of striation are being forged through movements across transnational spaces, offering new insights for education professionals and scholars. 相似文献
40.
ABSTRACTGlobalisation and technological advances in the twenty-first century have caused a blurring of national lines, which in the past were the basis of a nearly indisputable model of civic identity. This process has led to a noticeable trend of the globally oriented pressures within the national curricula, on top of the existing locally oriented demands. By employing an interpretative, qualitative methodology, this study offers a multidimensional analysis of the tensions and power relations within the global–local nexus in history teaching. We reveal and discuss Israeli teachers’ perceptions and behaviours regarding the tension between the global and local inclinations within four major themes: teachers’ entrepreneurial performance, critical views of the existing curricula, the presence of Israeli–Palestinian conflict throughout teaching involvements, and the meaning the teachers attribute to Holocaust in their teaching. The context for this study is Israel: a developed OECD country locked into an intense and long-standing ethnic and political conflict. The tension between the ‘global’ and the ‘local’ in the Israeli education system, studied through the prism of teachers themselves, provides a thought-provoking case study. 相似文献