Lexical inference in L2: predictive roles of vocabulary knowledge and reading skill beyond reading comprehension     

Anat Prior  Anna Goldina  Michal Shany  Esther Geva  Tami Katzir 《Reading and writing》2014,27(8):1467-1484

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and decoding accuracy predicted L2 reading comprehension, which in turn was strongly related to lexical inferencing abilities in the L2. In addition, decoding accuracy predicted additional variance in lexical inferencing, beyond the role of reading comprehension. These findings support the idea that beginning L2 readers with more precise and efficient lexical representations demonstrate better lexical inferencing abilities, most likely due to the increased automatization of word reading, which frees up resources for higher level processing. These results suggest that lexical inferencing from text in the L2 might be limited not only by vocabulary knowledge and higher order comprehension processes, but also by basic decoding skills.  相似文献   

Reading Science Texts—Epistemology, Inquiry, Authenticity—A Rejoinder to Jonathan Osborne   总被引：1，自引：1，他引：0  

Stephen P. Norris  Hedda Falk  Marta Federico-Agraso  María Pilar Jiménez-Aleixandre  Linda M. Phillips  Anat Yarden 《Research in Science Education》2009,39(3):405-410

We shall structure this rejoinder around two main sections. In the first, we address three underlying assumptions of our work that Osborne has identified. We indicate points of agreement, disagreement, and clarification. In the second section, we discuss briefly and add our clarifications to three understandings of his that Osborne introduces into the discussion. It should be noted that Osborne’s response is grounded in the same basic assumption as our set of papers, namely, the central role played by reading and writing, and communicative activities in general, both in science and in learning science.  相似文献   

Perception of Science Standards’ Effectiveness and Their Implementation by Science Teachers     

Aviva Klieger  Anat Yakobovitch 《Journal of Science Education and Technology》2011,20(3):286-299

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers’ perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers’ perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers’ professional development for the implementation of standards.  相似文献   

Public relations and nation building: influencing Israel     

Anat First 《亚洲交流杂志》2015,25(2):232-234

  相似文献   

Explicit teaching of meta-strategic knowledge in authentic classroom situations     

Anat Zohar  Adi Ben David 《Metacognition and Learning》2008,3(1):59-82

Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit knowledge about thinking strategies. In the present study we shall focus on the control of variables thinking strategy. Following an earlier study (Zohar & Peled 2007) that showed considerable effects of explicit instruction of MSK in laboratory setting, this study explores whether these effects are preserved in authentic classroom situations. Participants were 119 8th grade students from 6 classes of a heterogeneous school. Equal numbers of low-achieving and high-achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students’ strategic and meta-strategic thinking following instruction. The effect of the treatment was preserved in delayed transfer tests. Our findings show that explicit teaching of MSK had a strong effect on low achieving students. The implications of the findings for learning and instruction are discussed.  相似文献   

Between tradition and modernity: Social work-related change processes in the Jewish ultra-orthodox society in Israel     

Anat Freund  Tova Band-Winterstein 《Int J Intercult Relat》2013

The present research attempts to present the experience of the encounter between Jewish ultra-orthodox society – a closed and isolated group – and social work – with its cultural, western, secular and professional characteristics. The study explores this topic by describing the work and experience of the social workers who treat this population, and the encounter's meaning for them. This experiential and challenging encounter is exemplified through different social work contents such as: child sex abuse, miscarriage, adolescent girls in distress, mental health, divorce, etc. A qualitative-phenomenological approach was adopted in this study. In-depth semi-structured interviews were conducted with 33 social workers with different religious identities in daily contact with ultra-orthodox Jewish clients across the country. Participants included 6 men and 27 women. A total of 9 participants defined themselves as ultra-orthodox, 13 were national religious, and 11 were secular, with 1–20 years’ experience. Three major themes emerged: 1. Community and social change processes in the ultra-orthodox society. 2. Treatment content-related change processes in the ultra-orthodox society. 3. Change processes in the ultra-orthodox society and the role of social work in the ultra-orthodox-public environment. Multicultural sensitivity is the starting point when relating to the encounter between an ultra-orthodox client and a social worker. An awareness of the social worker's personal values, acquaintance with the client's personal and community values, and the encounter between them are crucial factors for treatment success.  相似文献   

Reasoning about genetic mechanisms: Affordances and constraints for learning     

Michal Haskel-Ittah  Ravit Golan Duncan  Lucia Vázquez-Ben  Anat Yarden 《科学教学研究杂志》2020,57(3):342-367

  相似文献   

THE CO-AUTHORED CURRICULUM: HIGH-SCHOOL TEACHERS’ REASONS FOR INCLUDING STUDENTS’ EXTRA-CURRICULAR INTERESTS IN THEIR TEACHING     

Galit Hagay  Ayelet Baram-Tsabari  Ran Peleg 《International Journal of Science and Mathematics Education》2013,11(2):407-431

There is increasing evidence of a gap between curricular requirements and what students actually want to know. One of the factors influencing what is taught in the classroom is teachers’ attitudes towards integrating their students’ interests. This study investigated what prompts high-school teachers who prepare students for national matriculation examination to adjust the curriculum to match their students’ interests. In the first stage of the study, 350 students’ biology questions that are not covered by the Israeli biology curriculum were presented to 15 experienced biology teachers. These teachers provided 19 reasons why they would or would not address these questions in their teaching. In stage 2, these 19 reasons were presented to another 175 high-school teachers from different disciplines. These teachers were asked to rank the importance of each reason in deciding whether to include or exclude topics raised by the student which are not required by the curriculum. Based on these answers, the 19 reasons were classified into four groups: civic literacy, curricular compatibility, topic suitability, and curricular limitations. The findings show that demographic factors such as gender, experience, and sector, as well as the subject taught by the teacher, all influence decisions. Thus, many teachers are aware of the interest gap, but the solutions and the attention given to this problem vary.  相似文献   

Characterizing children’s spontaneous interests in science and technology     

Ayelet Baram‐Tsabari  Anat Yarden 《International Journal of Science Education》2013,35(7):803-826

This article reports the results of an analysis of 1676 science and technology questions submitted by Israeli children to a series of television programmes. It categorizes the children’s questions with reference to five different coding schemes: field of interest, motivation for asking the question, type of information requested, country‐specific aspects, and source of information. The results point to the popularity of biology, technology, and astrophysics over other sciences, indicate a shift in interests and motivation with age, and reflect a variety of gender‐related differences within the sample. The implications of the findings for some current trends in curriculum development and for informal science education are discussed with reference to the wider context of the pupils’ voice in education.  相似文献   

Are there positive effects of having a sibling with special needs? Empathy and prosociality of twins of children with non-typical development     

Yonat Rum  Shir Genzer  Noam Markovitch  Jennifer Jenkins  Anat Perry  Ariel Knafo-Noam 《Child development》2022,93(4):1121-1128

This study examined whether typically developing (TD) twins of non-TD children demonstrate enhanced empathy and prosociality. Of 778 Hebrew-speaking Israeli families who participated in a twin study, 63 were identified to have a non-TD child with a TD twin, and 404 as having both twins TD. TD twins of non-TD children (27% males) were compared to the rest of the cohort of TD children (46% males) on measures of empathy and prosociality. Participants were 11 years old. TD twins of non-TD children scored significantly higher than TD twins of TD children in a measure of cognitive empathy (d = .43). No differences were found in emotional empathy and prosociality. The specificity of the positive effect on cognitive empathy is discussed.  相似文献