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Vered Malka 《Learning, Media and Technology》2016,41(4):546-565
A new field of research has developed over the last few decades, called ‘Deliberative Communication’. It focuses on the potential contribution of public deliberations to strengthening the foundations of democracy and the promotion of social–political goals and objectives. The current research focuses on a unique case study, the ‘Deliberation Forum’ project, conducted by the Department of Communication at the Yezreel Valley College, Israel. The researcher sought to learn about students' experience of participating in this online forum and the effects they attributed to it, through unstructured interviews she held with them. The students indicated that, for the most part, the experience of participating in the deliberation forum was very positive: it enhanced their self-image as thinking people; strengthened their sense of self-importance as students within the department; developed and reinforced habits of keeping abreast of current affairs as well as critical thinking; and finally, the experience developed and strengthened habits of active participation in pluralistic debates. The study findings indicate that participation in projects of this kind has a clear empowerment potential, while also improving participants' attitude toward public deliberation and decision-making processes. 相似文献
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Miri Yemini Vered Holzmann Dalia Fadilla Nazeh Natur Anat Stavans 《International Studies in Sociology of Education》2013,23(3):304-323
In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universities aspire towards integration of international, global and intercultural dimensions as main aims of higher education, reflecting the upsurging prominence of cosmopolitan capital among their future graduates. Indeed, cosmopolitanism is increasingly considered desirable on individual and institutional levels. Using data from a student survey (n = 1650) gathered at seven geographically and otherwise diverse colleges in Israel, this paper investigates Israeli college students’ perceptions of internationalisation and estimation of their institutions’ internationalisation activities. Parents’ education, previous experiences abroad, proficiency in English and institutional efforts to internationalise were found to positively impact students’ perceptions of on-campus internationalisation initiatives and characteristics. Such differences were also found to relate to the university’s general status and context. This paper presents the findings of the survey and discusses possible implications for policy and practice at institutional and national levels. 相似文献
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Reading and Writing - We examined the longitudinal contribution of awareness of inflections and derivations to reading comprehension in Arabic, a morphologically rich language, among 734 second... 相似文献
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Vered Silber-Varod Yoram Eshet-Alkalai Nitza Geri 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3099-3118
Recently, learning technologies have become a pivotal constituent of teaching–learning processes. Contemporary studies indicate that in order to effectively utilize these technologies, instructors and learners alike must master a range of cognitive and socio-emotional competencies, commonly termed “digital literacy competencies” or “21st century skills.” This study employs a content analysis methodology to trace trends of change in the research of core digital literacy competencies as reflected in the educational academic literature of the past 37 years (1980–2016). Based on well-established frameworks of digital literacy competencies, this research examined seven skills: Collaboration, Communication, Creativity, Critical thinking, Information literacy, Problem-solving and Socio-emotional skills. Data were collected through advanced search queries of peer-reviewed publications in the Education Resources Information Center (ERIC) database. Findings reveal that among the examined terms, Communication is the most prominent digital literacy skill, followed by Problem Solving and Collaboration. Furthermore, within the context of Skills, the most prominent terms are Information Literacy and Critical thinking; Technology and Collaboration are least mentioned. Our findings suggest that awareness of digital learning competencies in educational research literature is marginal, implying that educational research seems to lag behind the need to understand the ever-changing digital competencies that instructors and learners need. 相似文献
5.
Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers 
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下载免费PDF全文 Vered Vaknin‐Nusbaum Einat Nevo Sigi Brande Linda Gambrell 《Journal of Research in Reading》2018,41(3):438-454
This investigation examined developmental aspects of 155 second‐graders' intrinsic reading motivation and reading achievement at the beginning and end of a school year. Reading motivation remained at the same level through the school year, while reading achievement was significantly higher at the end of it than at the beginning. According to word reading skills, low reading achievers (n = 63) and typical readers (n = 92) evinced significant differences in reading motivation. The former scored lower in overall reading motivation and self‐concept as a reader, as well as in reading achievement. Throughout the school year, low reading achievers showed a decline in overall motivation, self‐concept as a reader and literacy outloud, and did not improve in reading comprehension achievement. Reading motivation in typical readers remained high and steady during the school year. Implications of the results are discussed in relation to previous studies. 相似文献
6.
Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and fifth-grade Hebrew speakers at an elementary school in Israel. Students were given morphological awareness tests and tests for word recognition and reading comprehension. Three types of morphological awareness were analyzed: inflection, derivation and construct formation. Overall, students with low morphological awareness in derivation and construct formation showed relatively poor achievement in word recognition and comprehension. All three types were found to correlate with reading comprehension in readers with high morphological awareness. These readers also exhibited good reading skills. The results are discussed with regard to the special characteristics of Hebrew morphology and reading process, which aid morphological decomposition. 相似文献
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Randa Abbas Vered Vaknin-Nusbaum Ari Neuman Geraldine Mongillo Dorothy Feola Rochelle Goldberg Kaplan 《Cultura y Educación》2013,25(4):730-765
AbstractResearchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’. 相似文献
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The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a comparison group of similarly poor readers that participated in the school’s reading support program focused on reading comprehension strategies. The intervention group improved morphological awareness to a greater extent than the comparison group and also showed a clear advantage in their reading accuracy and reading comprehension. The results suggest that morphological instruction develops awareness of the morphemic structure of words that contributes to extracting meaning from texts. 相似文献
10.
Nevo Einat Vaknin-Nusbaum Vered Brande Sigalit Gambrell Linda 《Reading and writing》2020,33(8):1945-1970
The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.
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