The Collective Memory of a Civil War as Reflected in Edutainment and its Impact on Israeli Youth: A Critical Reading of Consensual Myths     

Anat Gesser-Edelsburg 《Journal of Jewish Education》2013,79(3):254-280

Following the political assassination of Prime Minister Yitzhak Rabin, in 1998 Israel's national theater Habimah produced the play “Civil War.” The play addressed the religious/hawkish-secular/dovish rift in Israel through a critical reading of events from Jewish history and raises the potential of civil war and political violence in Israel over Israeli-Palestinian peace. An empirical study of 107 Israeli students from the 11th grade who viewed the play presents the potential of “Civil War” to influence students and lead them to a critical reading of consensual myths of the Jewish historical/cultural texts and current events.  相似文献   

School websites as a novel internationalization assessment tool     

Miri Yemini  Anat Cohen 《Education and Information Technologies》2016,21(3):607-623

This article presents a case study on internationalization assessment. The international, intercultural and global dimensions at the school level are examined, focusing on the case of one particular secondary school in Israel. A novel, practical assessment tool is presented for the measurement of internationalization intensity and scope at the school level, based on systematic analysis of school websites and adapted from the existing assessment tool for higher education institutions. The results are verified by an in-depth interview with the principal of the focus school, confirming that the proposed tool can be easily used in large-scale studies. According to the assessment conducted, it was found that internationalization processes take place in each of the tested domains, although a large variation was found in intensity and appearance. This case study of an Israeli secondary school may serve as a point of departure to study internationalization in the secondary education system through the proposed comprehensive, reliable and easy to use school website assessment tool.  相似文献   

Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning     

Hani Swirski  Ayelet Baram-Tsabari  Anat Yarden 《International Journal of Science Education》2018,40(10):1136-1153

ABSTRACT

Context-based approaches can bridge the gap between abstract, difficult science concepts and the world students live in. However, the relevance of specific contexts to different groups of learners, and its stability over time, have not been extensively explored. This study used four datasets, collected in different formal and informal settings, to examine which types of contexts could capture the interest of many students and remain so for many years. In the formal setting, responses to closed-ended questionnaires in which 4–12th graders indicated their interest in studying the answers to science questions were compared. Over 700 questionnaires collected in 2007 were compared to over 1600 questionnaires collected in 2016. To document the stability of children’s interest in informal science learning settings we compared over 1600 science questions sent to a TV science show in 2004 with over 7000 science questions submitted to a commercial exhibition in 2014. Although there were some differences across ages, students’ interest in science remained relatively stable over the 10 years. In the formal setting, this similarity was reflected in the significant linear relationship between the two databases (r?=?0.917) with regard to the questions students found interesting. In the informal setting, there was a striking similarity in the proportions of spontaneous questions in biology, astrophysics, Earth Science and chemistry. Based on the findings of this study and the literature we recommended, frequently asked questions are a valuable resource for context-based teaching which can serve to identify contexts that enhance the relevance of science in students’ lives.  相似文献   

Mediatization,Legal Logic and the Coverage of Israeli Politicians on Trial     

Anat Peleg 《Journalism Practice》2014,8(3):311-325

This paper investigates the characteristics that point to the mediatization of legal coverage in Israel, and the adoption of media rather than legal logic in the coverage of five trials of key political figures between 1961 and 2012 in two leading Israeli newspapers. Using insights from the literature on the mediatization of political coverage, our analysis focused on the changes over time in the type of dramatization of trial news; in the nature of criticism expressed in the press; in the forms of journalists' interventions and judgments; in the context of the meta-coverage of media advisors and media initiatives by legal actors; and the media's own reflections about these interventions. We found that the mediatization of the legal sphere resulted in a “trial by media” where journalists pass judgments on defendants and present media alternatives to legal procedures. Moreover, meta-coverage of the media strategies of legal actors was accompanied by “counter-interventionism”, i.e., journalistic criticism of their own role in cooperating with the media interventions of legal actors. We suggest that this “counter-interventionism” is tied to the defense of the legal sphere by legal journalists.  相似文献   

Positioning thinking within national curriculum and assessment systems: Perspectives from Israel,New Zealand and Northern Ireland     

Carmel Gallagher  Rosemary Hipkins  Anat Zohar 《Thinking Skills and Creativity》2012,7(2):134-143

Over the past decade there has been a major move to position ‘thinking’ (however thinking is defined and enacted) as a more explicit outcome within the curriculum of many nations, with implications for teachers’ professional development, assessment, and examination requirements. This paper analyses approaches to this challenge taken by Israel, New Zealand and Northern Ireland. Each short case study considers: the political context in which the developments emerged; the ways in which thinking has been framed within the national curriculum, assessment and examination system; and the successes and challenges of the approaches taken to embedding change. Comparing and contrasting three different national systems provides important insights into the priorities, commitments and resources allocated to supporting a focus on thinking as a valued curriculum goal and outcome. In particular, it highlights the need for greater coherence between curriculum, professional development, pedagogy and assessment policies generally. Given the increasing international emphasis on the importance of developing critical thinking and problem-solving skills as a response to 21st century learning challenges, the paper reflects on what more may need to be done to leverage and sustain change.  相似文献