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The paper presents a case study of a secondary school in Israel and its efforts at attending to students’ needs without resorting to tracking and ability grouping. It explores an organisational process the school has established, called “Opening triads”, which involves periodical regrouping of three classrooms of students of the same age and same subject matter into three new groups. The findings suggest that ability grouping is difficult to eliminate, but there are alternatives that may reduce its social and emotional harmful effect. Ability grouping can be avoided altogether through other, more equalitarian forms of regrouping students. 相似文献
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This article describes and discusses a novel academic course founded by the Faculty of Welfare and Health Studies at the University of Haifa, Israel, which tried to establish an alternative interaction between graduate students and older persons as part of its graduate academic program. The course “Social Activism and Old Age: From Exclusion to Inclusion” brought together senior citizens from the neighborhoods of the northern city of Haifa and graduate students at the Faculty of Welfare and Health Studies at the University of Haifa. Now in its fourth year, this course has shown that academic education and training in the field of gerontology and aging studies can be shaped in ways which provide meaningful intergenerational learning and that old age activism can be achieved within a broader context of university–community partnership (UCP). 相似文献
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Shlomit Attias 《Journal of Jewish Education》2015,81(2):101-135
Naming a discipline is a key component in both the shaping and unpacking of its development. Still, little attention has been devoted to studying the ways in which this process has influenced Israel Education. Based on a long-term ethnographic study, this article presents Israel Education name choices and discusses the manner in which this naming unfolds and affects the development of this field. I claim that this process symbolizes a development beyond the classroom environment; reflects sociocultural and political changes in Israel-Diaspora relations; and exposes conceptual shifts in Israel pedagogy and transforms the place of Israel in Diaspora Jewish education. 相似文献
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OBJECTIVES: To assess physicians' attitudes towards corporal punishment in childhood and their subsequent actions regarding the reporting of child abuse. PARTICIPANTS: 107 physicians (95 pediatricians and 12 family practitioners) who work in hospitals and community clinics in northern Israel were interviewed. Of the participants, 16% were new immigrants. PROCEDURE: A structured interview was conducted by one of two pediatric residents. RESULTS: Attitudes towards corporal punishment were not influenced by the physicians' sex or specialty. Corporal punishment was approved by 58% of the physicians. A significant difference in attitudes towards corporal punishment between immigrants and Israeli born physicians was found (p=.004). Family practitioners and especially senior ones were found significantly less tolerant towards corporal punishment than pediatricians (p=.04). While reporting behavior was not found to be associated with parental status and the past experience of the physicians with child abuse, a significant effect of attitudes towards corporal punishment on reporting behavior was found (p=.01). CONCLUSIONS: (1) Corporal punishment is still perceived as an acceptable disciplinary act by a significant proportion of physicians responsible for the health care of children in our area. (2) Attitudes towards corporal punishment are different between immigrants and native born Israeli trained doctors and, unexpectedly, pediatricians were more tolerant of corporal punishment than family practitioners. 相似文献
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Recent evidence indicates that people's intuitive judgments are sometimes affected by systematic biases that can lead to bad decisions. Much of the value of this research depends on its applicability, i.e., showing people when and how their judgments are wrong and how they can be improved. This article describes one step toward that goal, i.e., the development of a curriculum for junior high school students aimed at improving thought processes, specifically, those necessary in uncertain situations (probabilistic thinking). The relevant psychological literature is summarized and the main guidelines in the curriculum development are specified: (a) encouraging students to introspect and examine their own (and others') thought processes consciously, (b) indicating the circumstances in which common modes of thinking may cause fallacies, and (c) providing better tools for coping with the problems that emerge. Two detailed examples are given. In addition, the problem of training teachers is briefly discussed and a small-scale evaluation effort is described. 相似文献
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Shlomit Oryan John Gastil 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):113-129
Some prominent parent education theories in the United States and other Western countries base their educational viewpoint explicitly on democratic values, such as mutual respect, equality and personal freedom. These democratic parenting theories advocate sharing power with children and including them in family decision making. This study presents a textual analysis of two such theories, the Adlerian model of parent education and the Parent Effectiveness Training (PET) model, as they are embodied in two original bestselling textbooks. Through content and argumentation analysis of these influential texts, this study examines the paradoxes inherent in these two theories when they articulate how to implement fully democratic principles within the parent-child relationship. We discover that in spite of their democratic rationale, both books offer communication practices that guide the child to modify misbehaviour, enforce parental power, and manipulate the child to make decisions that follow parental judgment, and thus do not endorse the use of a truly democratic parenting style. We suggest, as an alternative to the democratic parenting style, that parents be introduced to a guardianship management style, in which they do not share authority with children, but seek opportunities for enabling children to make more autonomous decisions and participate in more family decision making. 相似文献
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COLLABORATIVE EVALUATION RESEARCH: A CASE STUDY OF TEACHERS’ AND ACADEMIC RESEARCHERS’ TEAMWORK IN A SECONDARY SCHOOL 总被引：1，自引：0，他引：1
The article examines the processes and challenges involved in conducting participatory research and evaluation in schools, by looking at a case study of a collaborative evaluation research that was conducted in a secondary school in Israel by two researchers and three teachers. It describes the experiences of the research team while conducting the study, the processes that developed during this collaboration, and the kinds of knowledge that emerged over the two years of teamwork. It also describes the features of the relationships between the various individuals who participated in the study. Implications for evaluation in schools are presented. 相似文献
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