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Yariv Feniger 《Critical Studies in Education》2020,61(3):363-379
ABSTRACT This study examines the influence of the Trends in International Mathematics and Science Study (TIMSS) 1999 results on mathematics education policy in Israel. Analyzing various documents, the study shows how these results transformed policymakers’ discourse regarding mathematics education. In order to achieve improvement in Israel’s ranking, the middle school mathematics curriculum was aligned with the TIMSS test. Following this change, the scores of Israeli students rose considerably in TIMSS 2011. Parallel results from Programme for International Student Assessment (PISA) and Israeli internal standardized tests, however, do not show comparable improvement in mathematics achievement. High school matriculation data for the same period of time show a decline in the percentage of students who took the most advanced mathematics courses. Furthermore, none of these data sources show any noticeable reduction in social inequality in mathematics achievement. On the basis of theoretical insights from political science, it is argued that international tests influence the way educational problems are framed and defined. Thus, instead of enriching educational decision-making processes, these tests can create a tunnel vision effect that restricts policymakers’ attention to ‘problems’ and ‘solutions’ defined by the tests themselves. 相似文献
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Eliezer Yariv 《Educational Assessment, Evaluation and Accountability》2009,21(4):283-298
Teacher appraisal is never an easy task, especially of teachers experiencing difficulties and failures. Nevertheless it is
a requirement for good management, in our schools no less than our corporations. Forty elementary school principals in Israel
described the informal methods they use to appraise teachers who are performing poorly. Most considered traits such as sensitivity
to children and their needs as well as motivation, rather than professional standards or pupil achievement, as the main criteria
in judging poor or outstanding teaching. Due to the sensitive nature of the issue, and the desire to avoid misjudgment and
painful conflict, the principals took several precautions: they used several different formal and informal methods of appraisal;
they relied on various information sources and sometimes they preferred to delay drawing final conclusions until a crisis
or external complaint occurred. The discussion situates the current findings with other research on the obstacles to identifying,
evaluating and providing feed back to poor-performing teachers. 相似文献
3.
以色列高科技和风险投资的发展情况 总被引：4，自引：1，他引：4
EliezerManor 《科技管理研究》2004,24(2):3-5
20世纪90年代以来，以色列的高科技产业经历了一个规模从小到大的迅猛发展的阶段，所取得的成就令世人瞩目，这与以色列政府的大力支持和以色列风险投资的成功运作息息相关。本文具体介绍了以色列政府促进高科技产业发展的各项支持计划，以及为发展高科技产业而设立的私人风险投资基金(YOZMA基金)争公募风险投资基金(INBAL基金)，并阐述了以色列风险投资业发展过程及其成果，以供借鉴。 相似文献
4.
EliezerMoodySandberg 《深圳特区科技》2004,(5):54-55
以色列的领土只有20325平方公里，其中一半的国土基本上是沙漠，人口65万，与中国相比小得可怜。过去的历史中，以色列经常受到敌人压制。在这种情况下，我们必须研制一些特殊的技术满足人们在衣食方面的需求，不能仅仅依靠朋友、盟友，我们必须研发新的技术在国防领域保卫自己，技术发展成为一种现实。 相似文献
5.
In the past three decades in high-income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew-speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic-speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic-speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew-speaking school prioritizes self-fulfillment and “free-choice,” while in the Arabic-speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic-speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses. 相似文献
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Comparative international tests of students' achievements have become increasingly popular over the past decade. An outcome of this widespread practice is the tendency of various countries to evaluate their national status according to their pupils' international ranking in such achievement tests, partly due to the common belief that high ranking is an indication of the nation's future ability to compete in the global market. Using PISA 2000 and PISA 2006 data, the present study aims to show that the low achievements of Israeli pupils were to be expected, and that their average scores are a reflection of the economic and demographic characteristics of their country. Our findings suggest that the public debate in Israel on school achievements has been magnified out of all proportion. We also discuss the educational policy which derives proposals for educational reform from a conception of globalisation of education. This policy focuses on the setting of standards for educational achievements aimed at improving pupils' place on the international scale. Finally, we claim that the focus on the international grading of educational achievements deflects public attention from an understanding of the significance of inequalities within the country. 相似文献
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Positive psychology is a rapidly growing area of study for research psychologists, and more recently for school psychologists and educators as well. Yet religious education researchers and practitioners have yet to embrace this exciting new field. The current article introduces positive psychology to clergy and educators in religious institutions. By way of example, we explore gratitude, an area of particular focus among positive psychologists, demonstrating the benefits observed in those who possess and express this trait, and delineate how gratitude can be induced in the Jewish religious classroom. 相似文献
10.
The appraisal of teachers' performance and its impact on the mutuality of principal-teacher emotions
Eliezer Yariv 《School Leadership & Management》2013,33(5):445-461
The current study examines the mutual discrete emotions among superiors and their above- and below-average workers within a hierarchical organisation (school). Using a survey method within a random sample of 40 elementary schools in Northern Israel, each principal and four of his or her teachers (two who had been appraised as excellent and two who had been appraised as poor-performing) completed two questionnaires which addressed the teachers‘ perceived performance and emotions toward the principal/teacher. As expected, the above-average teachers were found to be more favourably professionally evaluated by their superiors than the poor-performing ones. The principals expressed very positive emotions toward them. These highly regarded workers shared mutually positive feelings and similar teacher performance appraisals with their principals. In contrast with the principals’ evaluations, the below-average teachers perceived their own performance as very good. Unlike the teachers' mainly positive feelings, the principals experienced mixed emotions. The lower intensity of emotional ‘tone’ reflects the principals’ hesitation about taking any action which might lead to a deterioration in relationships with these teachers. The discussion proposes the theoretical framework of a vicious circle, in which the principal's undelivered direct feedback does not reach the teacher, who mistakenly believes that if nothing is said everything is all right, and therefore maintains his or her high self-esteem and poor performance. 相似文献