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Zipora Shechtman 《International journal for the advancement of counseling》2003,25(4):247-253
This paper reveals the hidden voices of university students in a counselor training program who are caught in the Arab-Jewish conflict in Israel. These usually hidden voices emerged in a group counseling session, demonstrating the devastating effect that this type of stress has on Jewish and Arab Israelis alike. Implications for school counselors are discussed. 相似文献
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Zipora Libman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(2):151-171
Research has found differences in students?? abilities, attitudes, and family and community background to be the largest source of variation in student learning, but these are difficult for policymakers to influence, at least in the short run. However, the single most significant school variable affecting student achievement is ??teacher quality??, and this is potentially open to policy influence. After giving an overview over teacher qualification requirements in the UK, the USA, France, New Zealand and a few other countries, this paper addresses the rationale of licensing examinations. It then considers the possible consequences of implementing them in a country such as Israel, which has recently been contemplating teacher training and licensing as part of a wider educational reform. 相似文献
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Deborah Tatar Jeremy Roschelle Jennifer Knudsen Nicole Shechtman Jim Kaput Bill Hopkins 《学习科学杂志》2013,22(2):248-286
We report on the initial attempts at evaluating at scale a particular technological/curricular innovation that enables more students to develop deeper knowledge. The methods, issues, and findings of the current pilot experiment speak not only to the success of SimCalc MathWorlds, the focus of our research program, but also to the evaluation at scale of a broad class of representationally innovative technologies and to the merit of long-term investment in design-based research. In particular, we present conditions and findings from a completed pilot experiment involving 21 seventh-grade mathematics teachers from Texas. Pilot outcomes suggest that (a) innovative representational technologies can have an important impact on student learning, (b) considerable impact can be found across a wide range of teachers and conditions, and (c) these gains can be detected even in the absence of other desirable conditions. In particular, detection of student gains does not, in our case, depend on having a long-term context of learning, long-term teacher professional development, or a shift to learner-centered constructivist pedagogy. The full experiment will replicate and extend our experimental design with a wider range of teachers and schools, model the factors that contribute to classroom success with such technology, and explore what happens as research support fades away. 相似文献
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Zipora Magen Menucha Birenbaum Tamar Ilovich 《International journal for the advancement of counseling》1992,15(1):47-59
The purpose of the present study was to investigate the relationships between involvement in volunteer activities of youth from disadvantaged neighborhoods and their life aspirations: the intensity of their remembered positive experiences: and their sense of coherence (SOC). Scales measuring these factors were administered to three groups of adolescents from disadvantaged neighborhoods: a) 57 adolescents who had been active volunteers during the course of one year, b) 37 adolescents who had merely registered to become involved but had not yet begun their activity, and c) 42 adolescents who were not involved in any volunteer activity. A cross-sectional design was selected to compare the three groups. The results showed that adolescents who had been involved in such activities for a period of at least one year expressed a stronger sense of coherence in their lives, a higher desire to commit of themselves to society, and a greater capacity to experience more intense positive experiences, in comparison to the other two groups of their noninvolved peers. The potential significance of volunteer activity for disadvantated adolescents was explored, and suggestions were offered for new directions in social rehabilitation programs.The authors would like to thank Dee B. Ankonina for her editorial assistance. 相似文献
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This study, conducted in Israel, examined the social and emotional difficulties of gifted children, in comparison with nongifted children. The gifted children were further compared in two educational settings: segregated classes and pull-out programs. The 974 participants were from the fifth to twelfth grades. The dependent variables included loneliness, social competence, empathy, and self-concept. The results indicated that gifted children score higher on need fulfillment, empathy, academic self-concept, and lack of emotional anxiety and lower on self-disclosure and physical self-concept. Few differences were found between the two settings for gifted children. The conclusion is that gifted children differ from nongifted children only on some of the social–emotional variables examined, mainly for the better. 相似文献
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Zipora Shechtman 《Assessment in Education: Principles, Policy & Practice》2002,9(3):363-377
Democratic beliefs in education are important in a pluralistic society, where teachers must be prepared to make professional decisions about how best to meet the educational needs of all students. The purpose of this study was to validate the Democratic Teacher Belief Scale (DTBS). The scale is composed of 34 items relating to the three central principles in democracy--equality, freedom, and justice--as they are manifested in classroom life. Results indicated high internal consistency, significant contrasted group validity, and significant criterion validity (correlation with the Classroom Coping Strategies Scale and with principal evaluation of teaching success). These results have important implications for the measurement of teacher beliefs, as well as for practice in teacher training. 相似文献
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Zipora Shectman 《欧洲师范教育杂志》1988,11(2):185-193
An effective interview for the purpose of selecting potential teachers requires meeting several essential criteria which most interviews conducted in such settings fail to do. Moreover, an entire area of interpersonal skills is less effectively determined by the individual interview. The group assessment procedure proved valid for predicting teaching success in this study and appears far more effective than the individual interview used in the same setting.
This paper focuses on the need to improve the existing individual interviews for purposes of teacher selection, although many of its deficiencies are inevitable under the conditions of teacher‐candidate admission procedures. But even then, the group procedure appears to be a better alternative because those personality factors most related to teacher success, are more effectively assessed through group methods. 相似文献
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