Implementation of the Mason,DeMers & Middleton consultation and program evaluation model in an Israeli school integration project     

Yaacov J. Katz  Avraham Ben-Yochanan 《International journal for the advancement of counseling》1994,17(2):117-127

A project designed to foster integration between middle and upper-middle socioeconomic status students on the one hand and lower SES students in need of special educational attention and enrichment on the other was initiated at the Gush Etzion Regional Elementary School in Israel. Two school counsellors were invited to serve as consultants to and evaluators of the project. The counsellors decided to adopt the consultation and program evaluation model suggested by Mason, DeMers & Middleton (1984) as a basis for their work. A qualitative analysis of the consultation and program evaluation indicates that the model employed facilitated an effective and efficient contribution by the counsellors to the success of the integration project, especially regarding the advancement of the lower SES population both educationally and socially.  相似文献   

Mainstreamed or Self‐Contained Classes for Students with a Mild Learning Disability: The Case of Israel     

Yohanan Eshel  Michael Katz  Sara Gilat  Carlos Nagler 《International Journal of Disability, Development & Education》1994,41(3):185-200

Two studies compared students with a mild learning disability who were enrolled in the Israeli version of self‐contained classes, with comparable peers who were assigned to mainstreamed classes. The first sample comprised 33 pupils in self‐contained and 34 children in mainstreamed elementary school classes. The second sample consisted of 20 high school students in self‐contained and 21 students in regular classes. The data did not support the contention that student growth was fostered more readily in the self‐contained classes. Students of these classes tended to have somewhat higher academic self‐concept, whereas their academic attainment was generally similar to the academic performance of mainstreamed students. Results were discussed in terms of learning opportunities extended to students in the self‐contained classroom.  相似文献   

Phonological knowledge and naming ability in children with reading disability     

Hyla Rubin  Sara Zimmerman  Robert B. Katz 《Reading and writing》1989,1(4):393-404

Children who are poor readers have difficulty naming pictured objects. Their naming difficulty could be a result of inadequate representations of the phonology of words, inadequate processing of those representations, or both. In this study, third-grade good and poor readers were tested on object naming, and, in cases of naming failure, forced-choice recognition tasks were used to probe their knowledge of the phonology of the object names. The two reading groups showed no differences in their ability to select the initial phonemes or rhymes of object names they had not produced spontaneously. Moreover, initial phoneme prompts were helpful for both reading groups. The children differed, however, in their ability to produce words after being given rhyme information. The results indicated that, except in the ability to manipulate explicitly phonological information, the poor readers; performance was qualitatively similar to that of the good readers. It is suggested that training in phonological analysis may help poor readers overcome the deficiencies in establishing and processing phonological representations that lead to their quantitative deficit in object naming.  相似文献   

Self-teaching in normal and disabled readers   总被引：1，自引：0，他引：1  

David L Share  Carmit Shalev 《Reading and writing》2004,17(7-8):769-800

This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew – a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading (dyslexics), IQ-nondiscrepant poor readers (non-dyslexic or garden-variety poor readers), chronological-age matched normal readers, and a group of younger normal readers matched to the older garden-variety group on both reading and mental age. It was hypothesized that primary deficits in phonological recoding (decoding) would impair the identification of novel target words (fictitious names of fruits/towns/stars/coins, etc.) appearing in text, which, in turn, would lead to deficient orthographic memory for target spellings. Alternative predictions were derived with regard to the degree of orthographic deficiency. According to the compensatory processing hypothesis, orthographic learning was expected to be relatively less impaired among disabled readers compared to normal readers. The alternative dissociation hypothesis, on the other hand, predicts that disabled readers orthographic learning would be significantly more impaired than that of normal readers. Neither hypothesis was supported. Impaired orthographic learning, commensurate with levels of target decoding success, was evident in the post-test spelling and orthographic choices of both groups of poor readers. Indeed, a close link was observed between levels of target word decoding and the acquisition of orthographic information among all three older groups of children. No qualitative differences between dyslexics and garden-variety poor readers emerged in patterns of self-teaching. While the data from the three older groups supported a model of developmental delay rather than deviance, findings from the younger reading-age/mental-age controls revealed startling qualitative divergence in orthographic learning. No statistically reliable evidence was obtained for orthographic learning in these younger beginning readers who displayed an essentially surface pattern of non-lexical reading. A hybrid orthographic sensitivity hypothesis was proposed to account for these data, according to which an initially surface-style of word reading engendered by a highly regular orthography gives way to a highly specialized print-specific (orthographic) processing advantage that develops in the course of the second school year as an outgrowth of a critical volume of print experience.  相似文献   

The “Job” of Jewish Education: Making Mensches at Camp and Beyond     

Avi Katz Orlow 《Journal of Jewish Education》2019,85(4):388-397

ABSTRACT

This article argues that contemporary resources drawing from 19th-century Mussar wisdom and Positive Psychology in the context of Jewish camp are a great vehicle for communicating our virtues and teaching “21st Century Innovation and Learning Skills.” Based on practitioner research, this article draws on over a decade of working with Jewish camps across North America. Several common areas are identified: discernment of priority virtues, understanding the relationship between values and virtues, a common language, importance of developing resources, and cultivating communities of trust.  相似文献   

Publishing a Literary Magazine in the Library     

Stephanie Katz 《图书馆管理杂志》2017,57(8):901-910

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Curriculum interpretation and its place in teacher education programs     

Miriam Ben-Peretz  Sarah Katz  Moshe Silberstein 《Interchange》1982,13(4):47-55

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When Choice Motivates and When It Does Not     

Idit Katz  Avi Assor 《Educational Psychology Review》2007,19(4):429-442

This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.  相似文献   

Estimation of relative elasticities of substitution and relative compensation for part-time faculty     

Howard P. Tuckman  David A. Katz 《Economics of Education Review》1981,1(3):359-366

Part-time workers have become a visible and noticeably larger component of the labor force in recent years. From an economic perspective, relative compensation changes may be a major factor determining the growth of the part-time sector. Yet, surprisingly little has been done to explore the effects of these changes on the relative rates of growth in part- and full-time labor markets. In part, this is because of the difficulty in obtaining data on the compensation paid to part-timers. In this paper, we suggest a methodology for deriving such data through statistical estimation and use survey data of over 2,100 institutions of higher education, conducted by the American Association of University Professors.  相似文献   

Mothering matters: Maternal style predicts puppies’ future performance     

Lucia Lazarowski  Jeffrey S. Katz 《Learning & behavior》2018,46(4):327-328

Bray et al. (2017, Proceedings of the National Academy of Sciences, 113(32), 9128–9133) recently showed that maternal interactions between service dog mothers and their puppies were predictive of puppies’ future success as a candidate service dog. These findings prompt questions into the role of genetics and early experiences and may provide useful selection tools for working dog breeding programs.  相似文献