DNA Methylation: A Mechanism for Embedding Early Life Experiences in the Genome     

Moshe Szyf  Johanna Bick 《Child development》2013,84(1):49-57

Although epidemiological data provide evidence that early life experience plays a critical role in human development, the mechanism of how this works remains in question. Recent data from human and animal literature suggest that epigenetic changes, such as DNA methylation, are involved not only in cellular differentiation but also in the modulation of genome function in response to early life experience affecting gene function and the phenotype. Such modulations may serve as a mechanism for life‐long genome adaptation. These changes seem to be widely distributed across the genome and to involve central and peripheral systems. Examining the environmental circumstances associated with the onset and reversal of DNA methylation will be critical for understanding risk and resiliency.  相似文献   

Impacts of learning inventive problem-solving principles: students’ transition from systematic searching to heuristic problem solving     

Moshe Barak 《Instructional Science》2013,41(4):657-679

This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students’ creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and relationships between existing components and variables in a system. The 2-year research study comprised 112 students in the experimental group and 100 students in the control group. The findings indicated that in the post-course exam, the participants suggested a significantly greater number of original and useful solutions to problems presented to them compared to the pre-course exam and to the control group. The course also increased students’ self-beliefs about creativity. Although at the beginning of the course, the students adhered to ‘systematic searching’ using the inventive problem-solving principles they had learned, later on they moved to ‘semi-structured’ and heuristic problem solving, which deals with using strategies, techniques, rules-of-thumb or educated guessing in the problem-solving process. It is important to note, however, that teaching the proposed method in school should take place in the context of engaging students in challenging tasks and open-ended projects that encourage students to develop their ideas. There is only little benefit in merely teaching students inventive problem-solving principles and letting them solve discrete pre-designed exercises.  相似文献   

A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students     

Moshe Zeidner  Inbal Shani-Zinovich 《High Ability Studies》2015,26(2):211-226

This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature.  相似文献   

Increasing the effectiveness of learning how to teach in preservice education     

Ziv  Sara  Silberstein  Moshe  Tamir  Pinchas 《Interchange》1994,25(2):157-170

Interchange - In the context of re-examining teaching practice as an integral part of teacher education, two hypotheses were tested by a year-long experiment in preservice education of elementary...  相似文献   

An Examination of a Counsellor Self-Efficacy Scale (COSE) using an Israeli Sample     

Moshe Israelashvili  Peretz Socher 《International journal for the advancement of counseling》2007,29(1):1-9

This study explored the reliability and validity of a counsellor self-efficacy scale (the COSE) with an Israeli sample of candidates seeking entry into a university graduate program in school counselling. The COSE measures were compared to measures of self-monitoring and evaluation of adaptability to counselling studies that were determined before admission to the program. Findings question the reliability of the COSE for Israeli counselling students, suggesting that the construct of counsellor self-efficacy might be culturally dependent. This has major implications for counsellor education and the measurement of counsellor efficacy.  相似文献   

Preliminary Report on High School Study in Israel     

A. P. Gannes  Moshe Avital 《Journal of Jewish Education》2013,79(2-3):48-54

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The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools     

Rachel Hertz-Lazarowitz  Moshe Od-Cohen 《Psychology in the schools》1992,29(4):348-358

This study describes a community-wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth-, fifth-, and sixth-grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirty-three classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small-group settings and the other in whole-class settings, and one control (no program). Classroom climate was measured twice (pre-and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz-Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small-group program in all grade levels. The whole-class treatment showed improvement in higher grades, whereas the no-program control classrooms showed a significant decrease in classroom climate during the year. Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part of the school curricula.  相似文献   

Everywhere: A creative self-education approach     

Moshe D. Caspi 《Interchange》1976,7(4):53-61

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Assimilation attitudes predict lower immigration-related self-efficacy among Israeli immigrant teachers     

Moshe Tatar  Ina Ben-Uri  Gabriel Horenczyk 《European Journal of Psychology of Education - EJPE》2011,26(2):247-255

This study focuses on self-efficacy among teachers working in culturally diverse educational contexts. We put forward the notion of immigration-related self-efficacy and provide initial support for its relationship with the acculturation attitudes held by immigrant teachers. One hundred thirty-three teachers who immigrated to Israel from the Former Soviet Union participated in this study. We found that teachers tend to report high levels of self-efficacy in all the investigated aspects. According to our predictions, immigrant teachers endorsing more assimilative approaches report lower levels of self-efficacy vis-à-vis their immigrant students. Our results can contribute to a critical discussion on the place and roles of immigrant teachers in schools.  相似文献   

Criminal activity among Jewish and Arab youth in Israel     

Moshe Sherer 《Int J Intercult Relat》1990,14(4)

This study examines data deriving from the self-reported criminal activities of Israeli Jewish and Arab street corner youth and junior and senior high-school students in Israel. Differences were found between the groups as regards type and levels of criminal activity. The findings indicate that (a) street corner youth committed more crimes than did students; (b) Arab juveniles committed more crimes than did Jewish juveniles; and (c) Arab street corner youth committed more crimes than did members of the other groups. The data are analyzed to determine if the differences revealed between the two ethnic groups reflect (a) possible discrimination against Arab juveniles by the criminal justice system in Israel, and (b) the influence of Arab-Jewish tensions in the region. Special attention is given to the types of juvenile crime typically committed during the current disorders in the occupied territories.  相似文献