Just for Sport!? Sport,Gambling and Politics in Israel     

Moshe Levy  Yair Galily 《国际体育史杂志》2013,30(1):84-100

By adopting a developmental approach, this essay describes and analyses the key processes that led to the establishment and institutionalization of sports gambling in Israel. The socio-historic examination of these processes (1951–1971) suggests that sports gambling in Israel was primarily designed to satisfy a convergence of political interests among governmental decision-makers, leaders of sports institutions and powerful private entrepreneurs.  相似文献   

Everywhere: A creative self-education approach     

Moshe D. Caspi 《Interchange》1976,7(4):53-61

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Assimilation attitudes predict lower immigration-related self-efficacy among Israeli immigrant teachers     

Moshe Tatar  Ina Ben-Uri  Gabriel Horenczyk 《European Journal of Psychology of Education - EJPE》2011,26(2):247-255

This study focuses on self-efficacy among teachers working in culturally diverse educational contexts. We put forward the notion of immigration-related self-efficacy and provide initial support for its relationship with the acculturation attitudes held by immigrant teachers. One hundred thirty-three teachers who immigrated to Israel from the Former Soviet Union participated in this study. We found that teachers tend to report high levels of self-efficacy in all the investigated aspects. According to our predictions, immigrant teachers endorsing more assimilative approaches report lower levels of self-efficacy vis-à-vis their immigrant students. Our results can contribute to a critical discussion on the place and roles of immigrant teachers in schools.  相似文献   

Criminal activity among Jewish and Arab youth in Israel     

Moshe Sherer 《Int J Intercult Relat》1990,14(4)

This study examines data deriving from the self-reported criminal activities of Israeli Jewish and Arab street corner youth and junior and senior high-school students in Israel. Differences were found between the groups as regards type and levels of criminal activity. The findings indicate that (a) street corner youth committed more crimes than did students; (b) Arab juveniles committed more crimes than did Jewish juveniles; and (c) Arab street corner youth committed more crimes than did members of the other groups. The data are analyzed to determine if the differences revealed between the two ethnic groups reflect (a) possible discrimination against Arab juveniles by the criminal justice system in Israel, and (b) the influence of Arab-Jewish tensions in the region. Special attention is given to the types of juvenile crime typically committed during the current disorders in the occupied territories.  相似文献   

High density: School counselling in Israel     

Moshe Israelashvili 《International journal for the advancement of counseling》1993,16(3):189-194

School counselling in Israel may be of crucial importance not only to the pupil's well-being but even to the pupil's very existence. However, the uniqueness of Israeli existence turns issues like crisis intervention, cultural awareness, self- and group-identity, and at-risk children into crucial, rather than recommended, determinants of efficient counselling.  相似文献   

Increasing the effectiveness of learning how to teach in preservice education     

Ziv  Sara  Silberstein  Moshe  Tamir  Pinchas 《Interchange》1994,25(2):157-170

Interchange - In the context of re-examining teaching practice as an integral part of teacher education, two hypotheses were tested by a year-long experiment in preservice education of elementary...  相似文献   

A comparison of multiple facets of self-concept in gifted vs. non-identified Israeli students     

Moshe Zeidner  Inbal Shani-Zinovich 《High Ability Studies》2015,26(2):211-226

This study compares facets of self-concept in gifted and non-identified Israeli adolescent students. The self-concept mean score profile of gifted vs. non-selected Israeli students was significantly different, with gifted students reporting higher mean levels of academic self-concept, but lower mean levels of social, personal, and physical self-concepts when compared with their non-identified counterparts. Overall, gifted students showed different patterns of self-concept than their peers. The data are discussed in view of theory and past research in the gifted literature.  相似文献   

Experiencing more mathematics anxiety than expected? Contrasting trait and state anxiety in high achieving students     

A.-L. Roos  M. Bieg  T. Goetz  A.C. Frenzel  J. Taxer  M. Zeidner 《High Ability Studies》2015,26(2):245-258

This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to play a moderating role in the trait-state discrepancy, with higher academic self-concept leading to a lower discrepancy (i.e. less overestimation of trait anxiety if state assessments reflect actual experience). Therefore, we assumed that high achievers who were expected to have high academic self-concepts would exhibit a smaller trait-state discrepancy than low achievers. Results confirmed these assumptions and revealed that high achievers even underestimated their trait anxiety. Implications are discussed.  相似文献   

The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools     

Rachel Hertz-Lazarowitz  Moshe Od-Cohen 《Psychology in the schools》1992,29(4):348-358

This study describes a community-wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth-, fifth-, and sixth-grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirty-three classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small-group settings and the other in whole-class settings, and one control (no program). Classroom climate was measured twice (pre-and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz-Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small-group program in all grade levels. The whole-class treatment showed improvement in higher grades, whereas the no-program control classrooms showed a significant decrease in classroom climate during the year. Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part of the school curricula.  相似文献