首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.

This paper deals with the provision of educational services and access to higher education of the Negev Bedouin Arabs in Israel, in the context of the social change this community is undergoing. The Negev Bedouin have been transformed from semi‐nomads and agriculturists to urban town dwellers. Education in general, and higher education in particular, are crucial to their adjustment and development. As members of the Arab minority in Israel, they face a number of inequities in the provision of educational services, access to higher education and access to job opportunities. The Negev Bedouin schools face additional problems related to the lack of qualified teachers and proper facilities. These schools have the highest drop‐out rates and the poorest success rates on the matriculation exams in the country. As of the 1993‐94 academic year, there were only 135 Bedouin Arab university graduates and 163 university students. Their higher education ratio is 2 per 1000, which is far below the Israeli national average of 80 per 1000. Recommendations are offered for improving the access of Negev Bedouin Arabs to higher education and their subsequent absorption into the Israeli labour market.  相似文献   

2.
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   

3.
Abstract

This article discusses strategies used by Arab principals and teachers in Israel to cope with dilemmas involved in education for national identity stemming from conflict between two national narratives. While the Israeli Ministry of Education expects the Arab education system to educate students according to the Jewish State’s values, Palestinian Arab society expects its schools to educate its children according to Palestinian Arab national-cultural values. A qualitative research employed a semi-structured interview to elicit views on this issue from 7 principals and 14 teachers in the Arab education system in Israel. The findings indicate a conflictual reality. Interviewees expressed fear, humiliation and affront when required to obey Ministry of Education instructions in contradiction to attitudes prevalent in their society. They therefore developed coping strategies to foster students’ national identity without disrupting the necessary balance; primarily the construction of a covert learning program through manipulations in the official overt learning program. This study contributes to our understanding of minority education in a reality of conflict between the state and its national minority.  相似文献   

4.
Abstract

The Ministry of Education of Israel—through its Center of Curriculum Development—commissioned the development and implementation of environmental education curriculum for grades eleven and twelve in the national educational system. The aim of the curriculum was as follows: “This curriculum will deal with the interrelationships between man and his environment and will develop within students the readiness and the capability for personal contribution and social activity towards the improvement of the environment they are living in.” This aim has been translated and crystallized into a new innovative curricular model which, in turn, determines the characteristics, the processes, and the products of the Israeli Environmental Education Project (IEEP). This interdisciplinary, science-, student-, and value-oriented model is based on our contention that environmental education (EE) is problem-oriented education about the environment, in the environment, and for the environment and the human being as part of it, in which the wholistic, interdisciplinary system approach is used for the analysis of issues and the working out of possible alternative solutions. IEEP is currently in the stage of massive development, field testing, and initial implementation.  相似文献   

5.
ABSTRACT

Caribbean students are repeatedly engaged in rigid forms of writing to meet the requirements of external exams, which often leads to negative attitudes to writing. With current shifts to multimodal and multi-literate texts to engage students’ multiple literacies in learning, students’ creation of graphic novels in Caribbean English classrooms can enable their engagement in meaningful creative writing. To illustrate this, I draw on my recent experiences with four inner-city boys at a Jamaican high school who showed marked improvement in their attitudes and their creative writing skills after creating graphic novels. The preliminary findings from my research suggest a need for more personalised learning strategies and for more opportunities for students to use their home language in Caribbean classrooms.  相似文献   

6.
ABSTRACT

This article explores understandings of minority group representation in citizenship education in Northern Ireland and Israel, from the point of view of students, teachers, and policy makers. It is set against the background of the minority–majority group dichotomy within societies divided along ethnonational lines, and the challenge of delivering a common citizenship curriculum to a diverse group in such a context. Starting with interpretations of international law that state that education should be culturally appropriate and flexible to the needs of a particular community, the article considers several interrelated ideas: proportional representation of the minority in educational governance, students being able to “find themselves in the story” of the curriculum, and the debate over a common versus a differentiated curriculum. Interjurisdiction comparisons allow for exploration of varied understandings of citizenship education as socialization, and of potential responses to the challenge of balancing unity and diversity in a divided or multicultural society.  相似文献   

7.
Abstract

The recent reform in teacher education in Israel was aimed at raising the level of the teaching core mainly by elevating student admission standards in order to select better candidates, lengthening and improving the curriculum, and granting an academic degree to the graduates. In order to learn whether the reform succeeded in attracting better teaching students, this paper reports findings from a study of a wide sample of first‐year students in all the teacher education programs under the reform, before and after. An improved educational level in the general population has enabled Israeli academic teacher colleges to become more selective and raise their admission requirements. At present, students who are accepted have a higher entry level than in previous years, but they represent a similar social and educational stratum as before the academization of teacher education. The assumption that raising admission requirements and granting an academic degree would attract a qualitatively different group of candidates was not fulfilled.  相似文献   

8.
A justification for the inclusion of graphic comic art in post-14 art education following the development of graphic novels in Europe, Japan and the USA. in recent years. The case is based on the visual dynamics of the medium and the potential for a critical realism which can be exploited in students’ studio practice and research. Particular attention is given to the Holocaust novel Maus and selected Japanese ‘Manga’ comics which have made an impact in the west, such as Barefoot Gen and Adolf. The article analyses the various innovative visual forms that these graphic novels utilise and considers their effectiveness as a vehicle for practice and research in the institutional art curriculum.  相似文献   

9.
This paper presents a study focusing on differences in Israeli Jewish and Arab chemistry teachers’ beliefs regarding teaching and learning of chemistry in the upper secondary schools. Israel is a country experiencing the problems of diverse cultural orientation of its inhabitants but applying the same educational system to its diverse cultural sectors. Education includes the same curriculum in chemistry for both the Israeli Jewish and Arab cultural sectors as well as final examinations (matriculation) set centrally by the Ministry of Education. Thus, this study can serve as a striking case for other countries facing similar cultural diversity. The study is based on two different instruments that are both qualitative and quantitative in nature. The qualitative data stem from chemistry teachers’ drawings of themselves as teachers in a typical classroom situation accompanied by four open questions. The data analysis follows three qualitative scales: beliefs about classroom organization, beliefs about teaching objectives and epistemological beliefs. A quantitative study gives insights into teachers’ beliefs about what characterizes good education. The main goal of the present paper is to determine whether both groups of chemistry teachers with different sociocultural background in Israel hold different views about education in general and chemistry education in particular. The findings provide evidence that in Israeli chemistry classrooms, the beliefs of Arabic teachers differ from those of the Jewish teachers, although both groups live in the same country and operate the same educational system.  相似文献   

10.
ABSTRACT

The current study examined the case of religious students who opted to study in a secular teacher-training college despite the fact that there are religious colleges that would have suited their needs. This phenomenon is unusual because the education system in Israel is segregated and each educational sector has its own teacher-training colleges. Findings of this qualitative study indicate that the majority of participants did not wish to depart from the religious framework, but rather sought to forge reciprocal relations with the secular society and carve a space for themselves where they could express their identity, which does not entirely conform to the demands of the religious society. These findings highlight an interesting dynamic that developing between students from a minority group and the mainstream secular society in Israel that promotes multiculturalism. An academic campus that adopts a multicultural approach is a safe space for minority students, whose sectorial framework does not fully provide for all their needs.  相似文献   

11.
This article analyzes three curricula for the bat/bar-mitzva year of the public religious, Tali and public schools in Israel. It compares their views on gender and theology, and throws light on the intersection of gender, religion and education in Israeli society. It shows how the messages of the public religious and public schools serve to further hegemonic interests in Israeli society, while those of Tali serve interests of marginal groups. In addition, the article analyzes autobiographical influences of some of the curriculum decision made by the authors.  相似文献   

12.

Civic education teachers instruct in a field that is institutionally ill-defined and highly sensitive to the macro-political cultures of nations and the micro-political culture of schools within these nations. Teachers' performance greatly depends on both their professional qualifications and their perceptions of central social issues. The purpose of the study is to examine the professional background of upper-secondary civic education teachers in Israel, their perceptions concerning issues related to democracy in general and to existing rifts within Israeli society in particular, and their views on school climate. The study reveals differences between teachers in Arab and Hebrew religious and regular state schools on issues that are related to rifts within Israeli society. This, in turn, can create differential climates of opinion in schools that would nurture and perpetuate existing rifts.  相似文献   

13.
Abstract

Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.  相似文献   

14.
ABSTRACT

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers.  相似文献   

15.
Privatisation of the state religious education in Israel raises controversy within Israeli society. It is argued that privatisation leads to the abolishing of equality between students, and accusations are heard about the use of religious arguments to create elitist and selective schools. Questions regarding privatisation, the extent and importance of religious versus science studies were examined. Two of the major findings were that almost one‐third of the students who comprise the religious educational system in Israel came from non‐religious households and a gap was found between parents’ demands for privatisation and their educational goals. Social economic status rather than religious demands were found as enhancing school segregation. The need for reorganisation of the religious public education in Israel is discussed.  相似文献   

16.
ABSTRACT

In this paper we present a model for overcoming the significant barriers encountered by a small teacher education program in its effort to integrate technology within its curriculum. At the University of New England, teacher education faculty have succeeded in overcoming these impediments by collaborating with faculty in other programs of the institution. The model illustrates lessons learned over a period of four years as we moved from our initial ‘one step at a time’ plan to the current strategy. This successful model details our efforts to garner administrative and financial support, acquire hardware and software, provide opportunities for training and education, and develop technology rich learning experiences for our students.  相似文献   

17.
A three‐way comparison of teacher‐college entrants’ and graduating students’ views in Israel (both Jews and Arabs) and their counterparts on the West Bank was undertaken in order to diagnose subjects’ image of science and of science teaching. The questionnaire used permitted the gathering of subjects’ normative views as well as the application of these views in actual classroom science‐lesson planning. It was found that college entrants’ views of the Jewish subjects differed sharply from those of both Arab samples in all areas tested. While there was no difference between Israeli Arabs and their counterparts on the West Bank on matters concerning in‐school and in‐classroom affairs, the Israeli Arab subjects’ views about science and science‐teaching were midway between those of the Jewish subjects and the West Bank subjects. As to the graduating subjects’ normative opinions, no significant difference was found between Jewish and Arab Israeli subjects, with both these samples differing significantly from their West Bank counterparts. An identical situation for both the entrants and the graduating students pertained to actual lesson‐planning. The findings were interpreted to mean that:

  • Arab science education in Israeli schools is at present in a transition period, tending to move away from traditional and towards ‘Western’ approaches.

  • Three years of college education had been instrumental in eliminating the previously existing discrepancies between prospective science teachers in the Jewish and Arab sectors of Israel, and to widen the gulf between Israeli Arabs’ and West Bankers’ normative stances as to ‘what science teaching is supposed to be’.

  相似文献   

18.
Abstract

This paper represents our struggle to interpret the practical intent of critical theory as a resource for teaching in a postgraduate degree in education. In this paper we argue for the increasing need for critical teaching about teacher's work at a time when the possibilities of engaging in a curriculum making practice capable of delivering on commitments to social justice seem less likely. We describe the struggle to develop a practice which opens up opportunities for our students (experienced teachers) to connect the life‐worlds of their classrooms with the relentlessly changing surrounding sociocultural milieu. On this nexus teachers have an opportunity to investigate the possibilities for developing agency as the makers of culture as opposed to the delivers of somebody else's curriculum  相似文献   

19.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

20.
ABSTRACT:

The influence of the earth education program, Sunship Earth, on ecological knowledge and environmental attitudes was examined. It was found that students who attended the Sunship Earth program increased their ecological knowledge significantly. Participation in the Sunship Earth program did not result in more positive environmental attitudes. Part of the success of the Sunship Earth program is attributed to the setting in which it occurs and the techniques used to develop ecological concepts. The need for more opportunities for teachers to develop skills in environmental education and to participate in environmental education curriculum development that would link extension education more firmly to the school curriculum is discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号