‘Core Subjects’ Policy and Arts Education for the Rich     

Dorit Barchana‐Lorand 《The International Journal of Art & Design Education》2020,39(3):498-508

What happens to art education when the national school curriculum in Israel follows a ‘core subjects’ policy? Allocating only two hours for all five art subjects (visual arts, music, drama, dance and cinematic arts) that remain outside the core curriculum increases the social‐economic gap between children whose parents can fund their art education privately and children whose parents cannot afford this. This also has worrying consequences for art teachers (most of them women) deprived of job security.  相似文献   

The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective     

Aram  Dorit  Levin  Iris 《Reading and writing》2004,17(4):387-409

The current study follows up on Aram andLevin's (2001, Cognitive Development, 16, 831–852)analysis of the role of maternalwriting mediation among low SES Israelikindergartners. That study's main findingindicated that the quality of maternal writingmediation correlated concurrently withkindergartners' literacy skills aftercontrolling for socio-cultural measures. Thepresent study followed up the participants tothe second grade in school, and evaluated theirlevel of Spelling, Reading Comprehension, andLinguistic Knowledge two and a half years later. Theresults indicate that the children's literacymeasures in school were predicted by maternalwriting mediation in kindergarten beyond SESand the early literacy measures assessed in thekindergarten (Word Writing and LinguisticKnowledge). These results highlight thesignificance of early maternal writingmediation as a major factor in literacydevelopment.  相似文献   

Bully versus victim on the internet: The correlation with emotional-social characteristics     

Sigal Eden  Tali Heiman  Dorit Olenik-Shemesh 《Education and Information Technologies》2016,21(3):699-713

Cyberbullying is a repeated violent behavior aimed at hurting another person directed by an individual or a group towards the victim using technological means such as a computer or a mobile phone (Kowalski, Morgan, and Limber, 2012). The current study examined the phenomenon of cyberbullying among children and youth in Israel. The purpose of was to examine the correlation between bully and victim, and emotional-social aspects—social support, sense of loneliness and sense of self-efficacy—that constitute risk factors and protective factors. The study involved 1,094 elementary, middle school and high school students, who completed four questionnaires that addressed cyber-bullying and the social and emotional aspects: Social support, loneliness, self-efficacy and personal well-being. It was found that the less social support the students have, the lower their sense of self-efficacy; the lonelier they feel and the more they experience a lower sense of well-being, the greater the likelihood that they will participate in cyberbullying, mainly by sending offensive pictures or videos.  相似文献   

Weaving a New 'Net: A Mesh-Based Solution for Democratizing Networked Communications     

Aram Sinnreich  Nathan Graham  Aaron Trammell 《The Information Society》2013,29(5):336-345

Although the Internet is largely decentralized in its communication and social patterns, its technical and regulatory apparatuses are highly centralized and hierarchical. Consequently, digital communications are vulnerable to a degree of surveillance and censorship that would be unthinkable in traditional social arenas, threatening “Internet freedom” and cyberliberties in both democratic and politically repressed societies. We believe a new architecture is required in order to protect the continuance of civil liberties in networked society. In this article, we propose 10 “social specifications” describing the requirements of such a network, and outline an architecture called MondoNet that meets these specifications using ad hoc, wireless mesh networking technologies. We also address the legal and technical challenges facing the MondoNet project, and anticipate future developments in this field.  相似文献   

Student performances on the science processes of recording data,analyzing data,drawing conclusions,and providing evidence     

Paul J. Germann  Roberta J. Aram 《科学教学研究杂志》1996,33(7):773-798

The National Committee on Science Education Standards and Assessment (1994 draft) viewed several science processes as important to an understanding of science as inquiry: formulating usable questions, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, communicating, and coordinating and implementing a full investigation. This study is one of three undertaken to develop research rubrics for a performance assessment of science processes and to evaluate seventh-grade science students' ability to perform them. Specifically, this article focuses on the processes of recording data, analyzing data, drawing conclusions, and providing evidence. A total of 364 students field tested the Alternative Assessment of Science Process Skills. Their responses were used to develop a research rubric, and then this rubric was used to determine response patterns that could inform both instruction and assessment of science process skills. Only 61% of students performed the activity and recorded data successfully. Sixty-nine percent of students did not attend to the hypothesis in drawing their conclusions. Eighty-one percent did not provide specific evidence for their conclusions. These results were discussed in light of relevant theories and models as well as their implications for instruction and assessment. © 1996 John Wiley & Sons, Inc.  相似文献   

Engaging White College Students in Productive Conversations About Race and Racism: Avoiding Dominant-Culture Projection and Condescension-Judgment Default     

Aram deKoven 《Multicultural Perspectives》2013,15(3):155-159

Conversations about racism and White privilege are rarely easy, but are necessary in order to have a more equitable society. Through honest and properly facilitated dialogues, people can work through their prejudices toward other people. In this article the author explores two ways in which White preservice educators inadvertently halt classroom conversations about racism.  相似文献   

Educating Sentiment: Hume's Contribution to the Philosophy of the Curriculum Regarding the Teaching of Art          下载免费PDF全文

Dorit Barchana‐Lorand 《Journal of Philosophy of Education》2015,49(1):107-128

From the perspective of art education, the worst‐case philosophical scenario is the hedonist‐subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. David Hume's ‘Of the Standard of Taste’ provides an argument for the art‐education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18^th‐century essay, my goal is to offer a philosophical solution to an ongoing dilemma; I use Hume's essay to ground the justification of art education.  相似文献   

The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community     

Dorit Maor 《Educational Media International》2013,50(1-2):127-138

New technologies provide the opportunity for teachers to make learning interactive and collaborative by using a social constructivist approach to teaching and learning. This involves creating a student-centred approach where the teacher takes the role of the facilitator and the students engage in peer learning. This paper reflects on the author's role as a facilitator in a higher education online unit that was designed for science and mathematics teachers who were geographically and socially isolated. The goal in designing the unit was to create a networked community of learners that encouraged peer learning and focused on reflective thinking. Qualitative data from students' and teacher's postings to the Activity Room were analysed to identify the diverse roles of the online instructor in creating an online learning community. The 'four hats' metaphor of pedagogical, social, managerial and technical actions was used as a framework to discuss the activities of the instructor and to examine the extent to which she was able to establish and maintain a community of learners. This framework also served as a tool to analyse the pedagogies used by the instructor to promote peer-learning and reflective thinking. Le rÔle de l’enseignement pour développer l’interaction et la réflexion dans une communauté d’apprentissage en ligne. Lesnouvelles technologies fournissent l’occasion aux enseignants de rendre l’enseignement interactif et coopératif en utilisant une approche sociale constructiviste pour l’enseignement et l’apprentissage. Ceci implique la création d’une approche centrée sur l’étudiant dans laquelle l’enseignant joue le rÔle du facilitateur et les étudiants s’engagent dans l’apprentissage par paires. Dans cet article je réfléchis sur mon rÔle comme facilitateur dans une unité d’enseignement supérieur en ligne qui a été concue pour des enseignants de science et mathématique qui étaient isolés géographiquement et socialement. Mon but en élaborant cette unité était de créer une communauté d’étudiants en réseau internet pour encourager l’apprentissage par paires et était centré sur la pensée réfléchie. Les données qualitatives des places des étudiants et des maîtres dans la salle d’activités étaient analysées pour identifier les divers rÔles de l’instructeur en ligne en créant une communauté d’apprentissage en ligne. La métaphore des 4 chapeaux des acteurs pédagogiques, sociales, techniques et de management fut utilisée pour discuter les activités de l’instructeur et pour examiner jusqu’où elle était capable d’établir et de maintenir une communauté d’étudiants.

Ce cadre servait aussi comme un outil pour analyser les pédagogies utilisés par l’instructeur pour promouvoir l’apprentissage

par paires et la pensée réflexive. Die Rolle des Lehrers bei der Entwicklung von Interaktion und Reflexion in einer Online-

Lerngemeinschaft. Die Neuen Technologien ermöglichen den Lehrern, durch die Nutzung eines sozialen konstruktivistischen Denkansatzes das

Lernen interaktiv und kollaborativ zu gestalten. Das schließt die Entwicklung einer Schüler zentrierten Methode, bei der der

Lehrer die Rolle eines Moderators übernimmt, während die Schüler sich auf das Lernen von Gleichaltrigen einlassen. In

diesem Beitrag reflektiere ich meine Moderatorenrolle in einem Onlinelehrgang, der für Naturwissenschafts- und Mathematiklehrer, die geografisch und sozial isoliert waren, gedacht war. Mein Ziel bei der Gestaltung des Kurses war, eine vernetzt arbeitende Gemeinschaft von Lernern zu schaffen, die zum Von-einander-Lernen und zu reflektierendem Denken

ermutigt waren. Qualitative Daten aus Beiträgen der Studenten und Lehrer wurden analysiert, um die verschiedenen Rollen des Online-Lehrers beim Entwickeln der Online-Lerngemeinschaft festzustellen. Die ,,four hats’-Metapher von pädagogischen, sozialen, managermäßigen und technischen Aktionen wurde als Rahmen zur Diskussion der Aktivitäten der Instruktorin benutzt und zur überprüfung des Umfangs, wieweit es ihr gelungen war, eine solche Lerngemeinschaft zu gründen und zu pflegen. Dieses Bezugssystem diente auch zur Untersuchung der pädagogischen Schritte, die die Instruktorin benutzte, um das Peer-Learning und die Reflektion voran zu bringen.  相似文献   

Every teacher carries a leadership wand     

Dorit Tubin 《International Journal of Leadership in Education》2017,20(2):259-264

Turnaround schools require empowered teachers to discover their leadership wand. Based on a case study conducted on BART Charter School, this article highlights five steps for leaders who wish to empower their teachers and allow them to lead their schools to success: 1) Let your people know; 2) Nominate the fittest, 3) Connect teachers to a prestige model, 4) constantly ask for valid data and 5) share success and responsibility. Conceptual explanations and practical examples describe each step in a chain of turnaround events in a successful turnaround school.  相似文献   

Teachers’ perspectives on 40 years of reform: the case of the Israeli junior high school     

Dorit Tubin  Izhar Oplatka 《Educational studies》2010,36(4):391-402

The purpose of this study is to trace junior high school teachers’ perspectives regarding the strengths and weaknesses of their type of school, and to glean more information concerning their preferable type of grade configuration. To this end, 25 teachers filled out an open questionnaire and six of them were further interviewed to provide more insight into the teachers’ responses. Surprisingly, most of the teachers tended to strongly support the 1–8 type elementary schools rather than the current situation of 1–6, 7–9, 10–12 in which they have ever worked. Theoretical and practical implications are suggested.  相似文献