SCHOLASTIC APTITUDE,MATRICULATION GRADES,AND GROUP INTERVIEW AS PREDICTORS OF PERFORMANCE IN NURSING SCHOOL     

Moshe Zeidner  Lya Kremer‐Hayon  Dafna Laskov 《Assessment & Evaluation in Higher Education》1990,15(1):45-59

This study examines the predictive validity of three commonly used nursing school admission indices, that is, scholastic aptitude test scores, matriculation grades, and evaluations of performance in a group interview situation, in a sample of 321 Israeli nursing school students. Grade point average, supervisor evaluation of clinical internship, and scores on a government certification exam served as primary indices of criterion performance. Whereas composite aptitude test scores correlated moder ately with both grade point average and certification exam scores, matriculation grades correlated negligibly with all three criterion measures. Group interview ratings correlated moderately with clinical performance, but negligibly with the remaining criteria. Aptitude test scores were not found to be biased predictors of criterion performance by ethnicity or social background. The implications of these findings for the selection of nursing school candidates in Israel are discussed.  相似文献   

Female ‘big fish’ swimming against the tide: The ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes     

Franzis Preckel  Moshe Zeidner  Thomas Goetz  Esther Jane Schleyer 《Contemporary educational psychology》2008

This study takes a second look at the “big-fish-little-pond effect” (BFLPE) on a national sample of 769 gifted Israeli students (32% female) previously investigated by Zeidner and Schleyer (Zeidner, M., & Schleyer, E. J., (1999a). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305–329). The reanalysis of the data, using HLM methodology, was designed to partition individual differences from aggregate group variance, as well as to test a number of focused hypotheses regarding the effects of gender and gender-ratio in class on self-concept. With respect to self-concept, the BFLPE hypothesizes that it is better to be a good student in an average-ability reference group than to be a good student in a high-ability reference group. Prior studies explored the BFLPE comparing gifted students in different educational contexts. Here, the BFLPE was exclusively investigated within special gifted classes. Results supported the BFLPE for academic self-concept. Furthermore, whereas girls’ academic self-concept was negatively influenced by gender-ratio (percentage of boys in class), gender-ratio had no significant influence on boys’ academic self-concept.  相似文献   

The Anne Frank Haven: A case of an alternative educational program in an integrative Kibbutz setting     

Miriam Ben-Peretz  Moshe Giladi  Yuval Dror 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(1):47-63

The essential features of the programme of the Anne Frank Haven are the complete integration of children from low SES and different cultural backgrounds with Kibbutz children; a holistic approach to education; and the involvement of the whole community in an open residential school. After 33 years, it is argued that the experiment has proved successful in absorbing city-born youth in the Kibbutz, enabling at-risk populations to reach significant academic achievements, and ensuring their continued participation in the dominant culture. The basic integration model consists of layers of concentric circles, in dynamic interaction. The innermost circle is the class, the learning community. The Kibbutz community and the foster parents form a supportive, enveloping circle, which enables students to become part of the outer community and to intervene in it. A kind of meta-environment, the inter-Kibbutz partnership and the Israeli educational system, influence the program through decision making and guidance. Some of the principles of the Haven — integration, community involvement, a year's induction for all new students, and open residential settings — could be useful for cultures and societies outside the Kibbutz. The real secret of success of an alternative educational program is the dedicated, motivated and highly trained staff.

---

Zusammenfassung Die Hauptpunkte des Programms des Anne-Frank-Internats sind die vollständige Integration von Kindern aus sozial schwachen Familien und unterschiedlichem kulturellen Hintergrund in die Gruppe von Kibbutz-Kindern, ein holistischer Ansatz zur Erziehung und die Beteiligung der gesamten Gemeinde an einer offenen Heimschule. Das Experiment wird von den Autoren 33 Jahre nach Beginn als erfolgreich angesehen, sowohl bei der Integration der Stadtjugend in den Kibbutz und den eröffneten Möglichkeiten für Risikogruppen, bedeutende akademische Leistungen zu vollbringen, als auch bei deren gesicherter kontinuierlicher Beteiligung an einer dominanten Kultur. Das Grundintegrationsmodell besteht aus Schichten konzentrischer Kreise in dynamischer Interaktion. Der innerste Kreis ist die Klasse, die Lerngemeinschaft. Die Kibbutz-Gesellschaft und die Pflegeeltern bilden einen unterstützenden und beschützenden Kreis, der es den Schülern ermöglicht, Teil der äußeren Gemeinde zu werden und sich dort zu engagieren. Eine Art Meta-Umgebung, die Partnerschaft zwischen den Kibbutzim und das israelische Schulsystem beeinflussen das Programm, indem Entscheidungen getroffen und Richtlinien gegeben werden. Einige der Prinzipien des Internats wie Integration, Beteiligung der Gemeinden, einjährige Einführungszeit für alle neuen Schüler und offene Wohnbedingungen, könnten für Kulturen und Gesellschaften außerhalb des Kibbutz ebenfalls von Interesse sein. Das wahre Geheimnis des Erfolgs eines alternativen Schulprogramms ist jedoch engagiertes, motiviertes und hochqualifiziertes Personal.

---

Résumé L'insertion complète des enfants de bas statut socio-économique et de milieux culturels différents aux enfants des kibboutz, une approche holistique de l'enseignement et la participation de l'ensemble de la communauté à une école résidentielle ouverte constituent les caractéristiques essentielles du programme Anne Frank Haven. On est d'avis, 33 ans plus tard, que cette expérience a réussi à intégrer les jeunes citadins dans les kibboutz, à donner un niveau de scolarité satisfaisant aux populations à risque et à assurer leur participation continue à la culture dominante. Le modèle d'intégration de base est constitué de couches de cercles concentriques en interaction dynamique. Le cercle le plus au centre représente la classe, la communauté qui apprend. La collectivité du kibboutz et les parents nourriciers forment un cercle de soutien enveloppant qui permet aux élèves de prendre part à la vie de la communauté extérieure et d'intervenir au sein de celle-ci. Une sorte de méta-environnement, l'association entre les kibboutz et le système éducatif israélien exercent une influence sur le programme par leurs décisions et les conseils qu'ils prodiguent. Quelques-uns des principes du programme Haven, tels que l'intégration, la participation de la communauté, une année d'initiation pour tous les nouveaux élèves et les structures d'internat ouvert, pourraient servir aux cultures et sociétés à l'extérieur des kibboutz. Le véritable secret du succès d'un programme éducatif non conventionnel repose sur un personnel dévoué, motivé et parfaitement formé.

  相似文献   

The effects of counsellor's experience and tendency to elicit disclosure on perceptions of individual counselling in school settings     

Moshe Tatar 《International journal for the advancement of counseling》1996,19(3):259-275

To investigate counsellors' perceptions about the counselling of individuals, we collected data from 123 Israeli school counsellors with varying degrees of job experience and tendency to elicit intimate disclosure from others (measured subjectively). In general, in line with previous findings in the American educational system, counsellors reported that pupils approached them mainly in regard to scholastic issues and that time constraints are the main obstacle to performing the task of individual counselling. Moreover, the counsellor's ability to open up other people was positively correlated with a tendency to be approached by pupils and with the appraisal of greater pupil needs for individual counselling. Experienced counsellors were more inclined, than less experienced ones, to perceive a greater need by pupils for individual counselling, especially in junior high school students; to consider pupil unwilling ness to approach them as a major impediment; to not view individual counselling as a central aspect of their job; and to recommend innovative means of increasing contact with pupils, such as self-presentations in the classroom. The study suggests that time constraints and changing organisational trends are leading counsellors to reassess their roles and images.The research was funded by the Z. Aranne Foundation and conducted under the auspices of the NCJW Research Institute for Innovation in Education at the School of Education, the Hebrew University of Jerusalem.The article is based on a paper presented at the American Counselling Association World Conference, Pittsburgh, 20–23 April 1996.  相似文献   

Are scholastic aptitude tests in Israel biased towards Arab college student candidates?     

Moshe Zeidner 《Higher Education》1986,15(5):507-522

This study sets out to examine empirically the cross-cultural validity of the test bias contention as applied to scholastic aptitude testing in the Israeli scene. The analyses were based on the test scores of 1017 Arab and 1778 Jewish student applicants to a major Israeli campus, who were administered standardized scholastic aptitude tests as part of routine precollege admissions procedures. The psychometric properties of four subtests appearing on both the Arabic and Hebrew versions of the University admissions aptitude test battery were compared for Jewish and Arab student candidate subgroups, via a variety of internal (e.g., factor structure, reliability, standard error of measurement, discrimination indices, etc.) as well as external (e.g., predictive validity, standard error of estimate, etc.) criteria. A comparison of the reliability indices, by culture, shows aptitude tests scores to be somewhat less reliable measures for Arab compared to Jewish student candidates. Also, scholastic aptitude test scores reveal significant, but slight, intercept bias, tending to overpredict the scholastic achievement of Arab student candidates. On the whole, however, the data were consistent with the results of previous research carried out in the American cultural scene, reporting negligible differences in construct or predictive test validity across varying cultural groups and the findings appear to be more consistent with the psychometric than with the cultural bias position.  相似文献   

The Prestige of the High School as Viewed by Parents     

Moshe Tatar 《British Journal of Sociology of Education》1995,16(1):93-108

Rather than being an inherent attribute of the school, prestige is conceived as attribute conferred upon the school by the public. The present research sought to explore the factors that contribute to the prestige of high schools, in the view of parents. Data were obtained from 465 parents of 9th and 11th graders attending 18 state‐secular junior and senior high schools. Educational attainment was found to be the prime correlate of school prestige, followed by—in descending order—the quality of teachers, students, parents, school policies, climate, management, and physical facilities. Although factors intrinsic to education proper were found to be the prime source of attribution of prestige to schools, certain parents subgroups were identified for whom prestige was related primarily to extrinsic features. A ‘halo effect’ was indicated demonstrating the reliance of prestige attribution on stereotyped perception. The findings of this pilot study are discussed and suggestions for further research are outlined.  相似文献   

Advancement of Preschoolers' Resilience: The A. R. Y. A. Project     

Moshe Israelashvili  Orit Wegman-Rozi 《Early Childhood Education Journal》2003,31(2):101-105

While it is well known that resilience develops from a young age, specific interventions that might promote resilience in very young children remain to be developed. The A.R.Y.A. Project addresses 4-year-old inner-city kindergartners. The project comprises individual sessions, 20 minutes each, and group sessions (involving either part of or the entire kindergarten)—lasting altogether for an approximately 8-month period. In both the individual and group sessions, children learned and discussed various topics concerning animal stress and coping behavior. Subsequently, they are guided to adapt this knowledge to their own personal life. First-year evaluation indicates that both kindergarten teachers' and parents' evaluations as well as children's responses support the assumption that the project positively affects children's resilience.  相似文献   

Some assembly required: How scientific explanations are constructed during clinical interviews     

Bruce L. Sherin  Moshe Krakowski  Victor R. Lee 《科学教学研究杂志》2012,49(2):166-198

This article is concerned with commonsense science knowledge, the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order to make progress, we believe it will be helpful to focus on one type of research instrument—the clinical interview—that is employed in the study of commonsense science. More specifically, we argue that we should seek to understand and model, on a moment‐by‐moment basis, student reasoning as it occurs in the interviews employed to study commonsense science. To illustrate and support this claim, we draw on a corpus of interviews with middle school students in which the students were asked questions pertaining to the seasons and climate phenomena. Our analysis of this corpus is based on what we call the mode‐node framework. In this framework, student reasoning is seen as drawing on a set of knowledge elements we call nodes, and this set produces temporary explanatory structures we call dynamic mental constructs. Furthermore, the analysis of our corpus seeks to highlight certain patterns of student reasoning that occur during interviews, patterns in what we call conceptual dynamics. These include patterns in which students can be seen to search through available knowledge (nodes), in which they assemble nodes into an explanation, and in which they converge on and shift among alternative explanations. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 166–198, 2012  相似文献   

THE ROLE OF PARENTAL ATTITUDES IN CHILDREN'S MOTIVATION TOWARD HOMEWORK ASSIGNMENTS     

Nir Madjar  Nitzan Shklar  Limor Moshe 《Psychology in the schools》2016,53(2):173-188

Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework‐related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes than merely the time spent on it. The purpose of the current study was to examine whether parental goal emphasis explains children's motivational orientation toward homework and the perceived dissonance between home and school. Participants included parent–child dyads (N = 220), who completed surveys adapted from the Patterns of Adaptive Learning Scales. Path analysis using structural equation modeling indicated that parents’ emphasis on mastery goals was associated with children's mastery goals, which was in turn linked with higher achievement in school. Parents’ emphasis on performance goals was associated with children's performance goals and a higher sense of dissonance between home and school.  相似文献   

The Relationship Between Instructor Use of Different Types of Humor and Student Interest in Course Material     

Moshe Machlev 《College Teaching》2017,65(4):192-200

The goal of this study was to research the frequency of the use of diverse types of humor in the college classroom for a possible association with student interest in course material. This relationship was studied using quantitative methods. Participants answered questions about their interest in course material and the type of humor that their instructor used in the classroom. The study involved 195 undergraduate students ranging in age from 18 to 25. A factor analysis recognized two separate types of humor (relevant/appropriate and non-relevant). The study found that both relevant/appropriate humor and non-relevant humor predicted student interest. The more relevant/appropriate humor used the more student had interest in course materials. As well, the more non-relevant humor used the less students reported interest in course materials. No differences were found between the gender of students in the classroom when examining this question of humor and interest.  相似文献