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101.
Children's reports of emotional,physical and sexual maltreatment by educational staff in Israel 总被引：2，自引：0，他引：2
OBJECTIVES: This paper reports on the first nationally representative study on the prevalence of emotional, physical, and sexual victimization of children by school staff in Israel. The study identifies groups of children that are at higher risk for such maltreatment. We examine the differences in staff-induced victimization by the children's gender, age group (junior high vs. high school), cultural groups (Jewish non-religious, Jewish-religious and Arab schools) and by socioeconomic status of the children's families. METHOD: The study is based on a nationally representative sample of 10,410 Israeli students in Grades 7-11 in 161 schools across Israel. Students completed questionnaires during class. In addition, we obtained data on the socioeconomic status of the families of the students in each school. RESULTS: Overall, children reported high rates of victimization by staff members. Almost a quarter of all children participating in this study reported being emotionally maltreated by a staff member, almost a fifth (18.7%) reported being a victim of at least one type of physical forms of maltreatment, and 8.2% reported on at least one sexually inappropriate behavior by a staff member. The most vulnerable groups for all types of maltreatment were males, children in junior high schools, children in Arab schools, and children in schools with a high concentration of students coming from low-income and low-education families. CONCLUSIONS: The overall prevalence rates of staff maltreatment should be considered high and unacceptable. Although rates of physical and sexual maltreatment were lower than emotional maltreatment, they were still high and are worthy of greater attention. Both cultural beliefs and low family socioeconomic status increase vulnerability to staff maltreatment. We suggest conducting an educational campaign to reduce rates of staff maltreatment. We also recommend allocating more resources to support staff in low SES neighborhoods, to alleviate their stress and to provide them with the support that would reduce maltreatment of children in the educational system. 相似文献
102.
This study is grounded in the theoretical position that solving problems in different ways creates mathematical connections
when learning and teaching mathematics. It acknowledges the central role teachers play in providing students with learning
opportunities, and it is based on the empirical finding that mathematics teachers are reluctant to solve problems in different
ways in the classroom. In this paper we address the contradiction between theory-based recommendations and school mathematics
practice. Based on analysis of individual interviews and two group meetings with 12 Israeli secondary school mathematics teachers,
we demonstrate that in the context of multiple-solution connecting tasks this discrepancy is caused by the situated nature
of the teachers’ knowledge. We also reveal the complex relationship between different types of teacher knowledge and argue
the significance of developing a common language between members of the mathematics education community, including teacher
educators and researchers.
The names of the teachers have been changed to protect their privacy. 相似文献
103.
The act of contribution to the collective raises a major dilemma in contemporary religious Zionism in regard to girls and women: how to maintain their traditional restriction to the domestic sphere while allowing participation in national tasks that demand their presence in the male‐dominated public sphere. From in‐depth interviews conducted with 37 seventeen‐year‐old religious girls studying in a unisex residential boarding high school, we uncover the manner in which these girls, as they proceed to young adulthood, experience the act of contribution in three social arenas: the Bnei Akiva youth movement, national service and the domestic sphere. Our analysis reveals a gradual recruitment to contribution during the passage from girlhood to womanhood, paralleled by the gradual intensification of feminine’ qualities. This process facilitates the girls’ participation in the public sphere without challenging the traditional gender dichotomy. It also constitutes a central practice by means of which religious‐Zionist society recruits the girls to the Israeli collective yet keeps them within its own socio‐cultural boundaries. 相似文献
104.
This study investigated elements of pedagogical knowledge when students' higher order thinking was an explicit and focused instructional goal. The findings suggest a model that consists of 6 elements. It seems that, for all these elements, the source of differences between teachers' various pedagogies may be tracked to the basic distinction between a traditional transmission-of-knowledge approach to instruction versus a reform oriented constructivist approach. The findings portray how these two pedagogies are played out when higher order thinking is viewed as a distinct educational goal. Appropriate activities are insufficient for students' active thinking. In the absence of adequate pedagogies, teachers adopt algorithmic approaches for teaching thinking that decrease the cognitive demands of tasks. Practical recommendations are discussed. 相似文献
105.
Zaidman-Zait A 《Journal of deaf studies and deaf education》2007,12(2):221-241
This study aimed to describe and categorize the attributes that parents of young children with cochlear implants (CIs) consider as facilitating their parental coping experience. I interviewed 15 hearing mothers and 13 hearing fathers (including 12 married couples) whose children had CIs, using the critical incident technique that asked parents to describe significant incidents (observable behaviors, thoughts, feelings) that facilitated their parenting experience. A total of 430 critical incidents were documented and sorted into 20 categories. Further analyses supported the suggested categorical system's validity and reliability. Results indicated various sources of influence on parents' coping experience, associated with social contextual aspects (e.g., professionals' support, sharing experience with others, family's/friends' consistent involvement, intervention services), with the parent himself or herself (e.g., taking action, personal resources, incorporating deafness into daily life), and with the child (e.g., child characteristics, identifying progress and success). The current research substantiates the soundness of implementing early intervention models such as the developmental system model (Guralnick, 2001) and the support approach to early intervention (McWilliam & Scott, 2001), which coincide with ecological theory and recognize that families need various combinations of resources, social support, information, and services to help them address the stressors associated with parenting in general and parenting a child with special needs in particular. 相似文献
106.
Zohar Aloufi 《Archival Science》2007,7(3):207-211
The British civil administration of the Mandate (1920–1948) introduced the recordkeeping system used by British government.
The main tool was the Central Registry. Filing was by series, each series including case files, correspondents’ files and
subject files. After Independence, government agencies, courts and local authorities continued the recordkeeping systems and
methods adopted during the Mandate period. Even today, many features of recordkeeping in Israel bear witness to their British
origin.
Zohar Aloufi has an MLS (Archives Studies) from the Hebrew University in Jerusalem. She is currently Archivist at Tel-Aviv University Archives, in charge of Prof. Yuval Ne’eman Archives. Former positions were Superintendent of Records Management in the State Archives and Deputy Director of the Archives and Museum of the Jewish Labour Movement. She established the Haifa City Archives, and was Haifa City Archivist until retirement. Aloufi initiated and co-founded the Section of Municipal Archivists of the International Council on Archives. She is a now a member of ICA/ACOM. She is currently the President of Israel Archives Association. Aloufi has taught Records Management at the Hebrew University in Jerusalem, Graduate School of Library, Archives and Information Studies; at Emeq-Jezreel College, and at various other institutions and has consulted for a wide variety of projects and organizations 相似文献
| Zohar AloufiEmail: Email: |
Zohar Aloufi has an MLS (Archives Studies) from the Hebrew University in Jerusalem. She is currently Archivist at Tel-Aviv University Archives, in charge of Prof. Yuval Ne’eman Archives. Former positions were Superintendent of Records Management in the State Archives and Deputy Director of the Archives and Museum of the Jewish Labour Movement. She established the Haifa City Archives, and was Haifa City Archivist until retirement. Aloufi initiated and co-founded the Section of Municipal Archivists of the International Council on Archives. She is a now a member of ICA/ACOM. She is currently the President of Israel Archives Association. Aloufi has taught Records Management at the Hebrew University in Jerusalem, Graduate School of Library, Archives and Information Studies; at Emeq-Jezreel College, and at various other institutions and has consulted for a wide variety of projects and organizations 相似文献
107.
Anat Gesser-Edelsburg 《Journal of Jewish Education》2013,79(3):254-280
Following the political assassination of Prime Minister Yitzhak Rabin, in 1998 Israel's national theater Habimah produced the play “Civil War.” The play addressed the religious/hawkish-secular/dovish rift in Israel through a critical reading of events from Jewish history and raises the potential of civil war and political violence in Israel over Israeli-Palestinian peace. An empirical study of 107 Israeli students from the 11th grade who viewed the play presents the potential of “Civil War” to influence students and lead them to a critical reading of consensual myths of the Jewish historical/cultural texts and current events. 相似文献
108.
This article presents a case study on internationalization assessment. The international, intercultural and global dimensions at the school level are examined, focusing on the case of one particular secondary school in Israel. A novel, practical assessment tool is presented for the measurement of internationalization intensity and scope at the school level, based on systematic analysis of school websites and adapted from the existing assessment tool for higher education institutions. The results are verified by an in-depth interview with the principal of the focus school, confirming that the proposed tool can be easily used in large-scale studies. According to the assessment conducted, it was found that internationalization processes take place in each of the tested domains, although a large variation was found in intensity and appearance. This case study of an Israeli secondary school may serve as a point of departure to study internationalization in the secondary education system through the proposed comprehensive, reliable and easy to use school website assessment tool. 相似文献
109.
Hani Swirski Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science Education》2018,40(10):1136-1153
ABSTRACTContext-based approaches can bridge the gap between abstract, difficult science concepts and the world students live in. However, the relevance of specific contexts to different groups of learners, and its stability over time, have not been extensively explored. This study used four datasets, collected in different formal and informal settings, to examine which types of contexts could capture the interest of many students and remain so for many years. In the formal setting, responses to closed-ended questionnaires in which 4–12th graders indicated their interest in studying the answers to science questions were compared. Over 700 questionnaires collected in 2007 were compared to over 1600 questionnaires collected in 2016. To document the stability of children’s interest in informal science learning settings we compared over 1600 science questions sent to a TV science show in 2004 with over 7000 science questions submitted to a commercial exhibition in 2014. Although there were some differences across ages, students’ interest in science remained relatively stable over the 10 years. In the formal setting, this similarity was reflected in the significant linear relationship between the two databases (r?=?0.917) with regard to the questions students found interesting. In the informal setting, there was a striking similarity in the proportions of spontaneous questions in biology, astrophysics, Earth Science and chemistry. Based on the findings of this study and the literature we recommended, frequently asked questions are a valuable resource for context-based teaching which can serve to identify contexts that enhance the relevance of science in students’ lives. 相似文献
110.
Anat Peleg 《Journalism Practice》2014,8(3):311-325
This paper investigates the characteristics that point to the mediatization of legal coverage in Israel, and the adoption of media rather than legal logic in the coverage of five trials of key political figures between 1961 and 2012 in two leading Israeli newspapers. Using insights from the literature on the mediatization of political coverage, our analysis focused on the changes over time in the type of dramatization of trial news; in the nature of criticism expressed in the press; in the forms of journalists' interventions and judgments; in the context of the meta-coverage of media advisors and media initiatives by legal actors; and the media's own reflections about these interventions. We found that the mediatization of the legal sphere resulted in a “trial by media” where journalists pass judgments on defendants and present media alternatives to legal procedures. Moreover, meta-coverage of the media strategies of legal actors was accompanied by “counter-interventionism”, i.e., journalistic criticism of their own role in cooperating with the media interventions of legal actors. We suggest that this “counter-interventionism” is tied to the defense of the legal sphere by legal journalists. 相似文献