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This article focuses on the problems of beginning teachers in the Arab sector in Israel. The participants were 146 beginning teachers, 5 mentors, and 5 advisors. The research measurements included an open-ended question and a semi-structured interview. Our research revealed many different cultural aspects related to most of the problems of the beginning teachers. These problems are accompanied by difficult conflicts within the beginning Arab teachers who are exposed to western democratic educational models which are partially rejected by traditional Arab culture and society. The expectations of the teacher to become an agent of change in Arab society are not fulfilled in the first year, in which he/she tries to fit into the school, as well as the culture from which she/he comes and to which he returns. The problems which the beginning teachers report are related to didactic and disciplinary knowledge, adjustment to the organizational climate and culture of the school, problems of work overload, and individual differences among the pupils. 相似文献
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Muhamad Hugerat Salman Ilyian Zehava Toren Fawzi Anabosi 《Journal of Science Education and Technology》2003,12(3):309-315
Energy use in a human community increases to a great extent where these are of a natural population increase. On another hand, technology advances very fast and fuel has an important role in the technological society. Air pollution during burning fuel to create energy forces the human community to look for a new source of energy. The new source must not be finite and must not make air pollution. This source is solar energy. In this educational initiative a model of a solar village, which uses only solar energy, is built. This project turns the school into an agreeable place and makes pupils like to come to it. 相似文献
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Skill Flexibility and School Change: A Multi-national Study 总被引：1，自引：0，他引：1
Zehava Rosenblatt 《Journal of Educational Change》2004,5(1):1-30
This study investigated skill flexibility (theability to use skills according to changingneeds) among teachers in the context of schoolchange in nine countries. Data were collectedas part of a multi-country study on the effectof change on teachers' work life. Resultsshowed that teachers tended to be moreskill-flexible when they had more of a role inthe change, and less skill-flexible when schoolmanagement initiated change or when changeinvolved administrative objectives, as opposedto educational or social ones. Teachers alsotended to be more skill-flexible when theybelieved that change had a positive impact ontheir work life, professional development,student learning, and general feelings aboutchange. An individual-country analysis revealedthat countries varied in the way skillflexibility was related to change factors.These differences were interpreted in thecontext of cultural background. 相似文献
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Freund Anat Zriker Amit Sapir Zehava 《European Journal of Psychology of Education - EJPE》2022,37(1):207-226
European Journal of Psychology of Education - One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect... 相似文献
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The purpose of this article is to expose early childhood educators, college lecturers, pedagogical advisors, and kindergarten
teachers to the exciting possibilities of the use of the integrative curriculum, which combines and integrates various subjects
using new technologies, including various elements of Visual Culture. The program consists of college courses that combine
the use of technology with artistic expression and children’s literature. This educational program is being used in kindergartens
during the pre-service kindergarten teacher training 相似文献
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An experimental field study was conducted to examine the impact of accountability on effectiveness in the teaching of physical education. Accountability was constructed through the introduction of a system of reporting and feedback between the teachers and the professional supervisor on two levels of intensity, high and low. Findings show that the institution of the accountability system improved the participant teachers' effectiveness as compared with control group teachers. Improvement in students' achievements was more evident in girls than in boys. The accountability system constructed for this study may be applied not only in physical education but in other educational areas as well. 相似文献
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Muhamad Hugerat Salman Ilaiyan Rena Zadik Saleem Zidani Raid Zidan Zehava Toren 《Journal of Science Education and Technology》2004,13(2):277-283
In this project, we suggest building a real model of solar village inside schools, which use only solar energy. Such projects emphasize the importance of energy for a technological society and the advantage of alternative energy sources. In this study, we report on pupils in the 6th grade in three elementary schools in Israel who were active participants in building systems that use solar energy. The study objective was to examine the educational, social, and scientific impact of this project on students, parents, and teachers. The study results showed that the three groups (students, parents, and teachers) highly appreciate the project, educationally and socially. Parents supported the project because they observed the positive impact on their children's learning. Teachers rated the project highly because of students' interaction and involvement, as well as their increases in learning skills such as developing reading plans and executing research and writing reports. 相似文献
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