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31.
Gaziel Haim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(4):319-333
Advocates of a policy of greater autonomy for schools in the public education system argue that such a policy makes for more effective schools. This article, based on a study carried out in Israel, examines how important the autonomy factor is in influencing school effectiveness as measured by such criteria as teachers' sense of motivation and commitment to the school. While welcoming the trend towards greater autonomy for schools, the author argues that further research is needed before we can formulate any theory concerning the relationship between school autonomy and school effectiveness. 相似文献
32.
Haim Kaufman 《国际体育史杂志》2017,34(5-6):362-366
AbstractThe article discusses the way I came to be a sports historian in Israel and the status of the history of sports in the State of Israel over the years. 相似文献
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We studied the relations between English as a foreign language teachers’ grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge. Ten teachers (five with deep and five with shallow level) were videotaped teaching wh-questions. The data were analysed qualitatively to determine the teachers’ MM, and then quantitatively to test similarities/differences in their MM's expression. The findings revealed an identical MM among all teachers that is expressed differently as a function of knowledge level. 相似文献
35.
Developing students' ability to interpret the vast amount of quantitative data they encounter on a daily basis has become a major task for today's educators. However, very little attention has been given to students' strategies of analyzing multivariate data. This study investigated how students interpret and analyze multivariate data organized in tables and the nature of external visual displays that they tend to create and use for this purpose. Ten middle school students were asked to think aloud while solving five problems demanding an analysis of data organized in tables. The students were then interviewed. Results indicated that (1) students based their conclusions on only part of the data; (2) students did not use either efficient or sufficient visual representations; (3) students did not apply mathematical operations efficiently; and (4) students referred to or built a context to the problem. The results of the current research may assist educators to design efficient curricula while being aware of and taking into account (1) students' difficulties in employing previously learned mathematical devices to analyze data, (2) students' skills in choosing appropriate and efficient visual representations to present and interpret the data, and (3) strategies employed by students in analyzing multivariate data. 相似文献
36.
This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group
of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4
children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers.
Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample included three comprehension groups: (1) children with poor comprehension in the absence of word reading
difficulties (Poor Comprehenders; PC), (2) children with poor word reading and poor comprehension (Poor word Recognition and
comprehenders; PR), and (3) children with good word reading and comprehension abilities (Good Comprehenders; GC). Due to the
small sample size of PR reader group, no comparative analyses were conducted. However, the results indicated that within the
GC and PC groups there were no differences between the ESL and L1 children on measures of reading and phonological processing.
Further, within the GC and PC groups, on measures of syntactic awareness and verbal working memory, the ESL speakers performed
at significantly lower levels than the L1 speakers. 相似文献
37.
This article describes a 3‐year study of school visits to four natural history museums and addresses the research agenda with regard to out‐of‐school learning. More specifically, the findings focus on the process of learning in museums. Comprehensive data collection allowed for an analysis of patterns of guided visits, the way the scientific content was conveyed to students, and the extent and types of social interactions thus enabled. Observations of 42 guided visits (grades 3–11) indicates that the main visitation pattern consisted of guide‐centered and task‐oriented activity. Analysis of questions asked by museum guides reveals that most of these questions required mainly lower‐order thinking skills. A common questioning pattern was to ask rhetorical questions as a means of carrying on the lecture. Detailed analysis of the scientific vocabulary used by the guides indicates that they used much scientific jargon, with limited explanation. There was only limited social mediation provided by teachers and museum guides. A minority of teachers were involved in the activities or in helping the guide to clarify or in helping the students to understand the explanations. The overall data indicate limited opportunities for meaningful learning, suggesting that the museums should shift from the traditional knowledge‐transmission model of teaching to a more socioculturally contextualized model. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 747–769, 2007 相似文献
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Orit Ben-Zvi Assaraf Haim Eshach Nir Orion Yousif Alamour 《Cultural Studies of Science Education》2012,7(2):451-477
The present research aims at pinpointing differences in spontaneous and non-spontaneous mental models of water cycle conceptions
of two 4th grade student groups: the Jewish residents of a small provincial town and a group of students from an indigenous
Bedouin community. Students’ conceptions were elicited using the Repertory Grid technique as well by being asked to draw “what
happens to water in nature?” In later interviews, in addition to answering specially designed open-ended interview questions,
the students were also requested to elaborate on their drawings and responses to the Repertory Grid technique. The Bedouin
students were found to have richer mental models of water cycle phenomena; their models included more components of the water
cycle and were more authentic and connected to other natural phenomena. On the other hand, Bedouin students also employed
theological explanations to make sense of water cycle phenomena. These findings, as well as methodological issues relating
to spontaneous and non-spontaneous models elicitation are discussed and implications for instruction are offered. 相似文献
40.
Haim Eshach Hsin-Kai Wu Fu-Kwun Hwang Ying-Shao Hsu 《Journal of Science Education and Technology》2014,23(1):183-197
There is a distance between the power that whole class dialogic discussions (WCDD) may offer to the science class and their use in practice. Teachers’ attitudes toward WCDD are part of the problem. The aims of this study were twofold: (a) to examine Taiwanese physics teachers’ attitudes toward WCDD by considering cultural perspectives and describe how these attitudes changed as a result of a special workshop designed for this purpose, and (b) to report on how these attitudes should be taken into account in designing such workshops in the future. Nine experienced physics teachers participated in the WCDD workshop. The workshop was based on the WCDD model developed by Eshach (2010). Inductive analyses were performed on interviews with the teachers and their students, which were composed of 36 questions and developed specially for the purpose of this study, yielded the following categories: (1) In-school reasons for opposing WCDD—reasons belonging to school ways/tradition of teaching that may cause barriers to WCDD implementation; (2) External Factors—cultural reasons relating to Taiwanese views concerning education in general, which cause barriers to WCDD implementation; and (3) Cognitive aspect—refers to what teachers know about WCDD. The paper concludes with a discussion on what should be done in order to successfully bring WCDD to the Taiwanese physics class. 相似文献