Friend or Foe? Perceptions of Qatar in the Israeli Online General and Sports Press     

Yair Galily  Moran Yarchi  Tal Samuel-Azran  Rona Cohen 《Journal of Intercultural Communication Research》2016,45(5):437-448

The current paper is looking into the way in which Qatar’s investment in sport, both directly and indirectly, is being perceived by the Israeli press. In order to accomplish the task set above, a content analysis of Qatar’s media coverage in the Israeli online press was conducted. Our analysis includes 1199 articles appearing in the mainstream online Israeli press and the findings point out to an interesting trend; there are significant differences between sport related stories, which present a political context and those who do not deal with politics which are significantly more supportive of Qatar.  相似文献   

Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy     

Ginosar  Avshalom  Tal  Tali 《Journal of Science Education and Technology》2018,27(3):205-214

Journal of Science Education and Technology - This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers’...  相似文献   

Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education     

Yona Leyser  Tali Zeiger 《International Journal of Disability, Development & Education》2011,58(3):241-255

The impact of three variables on the self-efficacy of 992 general and special education preservice teachers was examined. These variables were years of preservice education, experience with children with special educational needs, and training in inclusion or exceptional education. All participants responded to a teacher self-efficacy scale that measured four factors. Findings revealed a main effect for years of preservice education and for major of the academic degree. The main effect for years of preservice education was found only for efficacy for social relations. The main effect for degree major revealed that special education majors had significantly higher scores than regular education majors, on all four factors. A significant main effect for experience and major was also found. Students with much and some experience had significantly higher scores than students with no experience on two factors. Intensity of training was associated with self-efficacy. Students with much and some training had significantly higher scores than students with no training on all four factors. Implications for research and practice are discussed.  相似文献   

Introduction of an emergent curriculum and an inclusive pedagogy in a traditional setting in Israel: a case study     

Clodie Tal 《International Journal of Early Years Education》2014,22(2):141-155

This study seeks to determine how and to what extent the core principles of the early childhood education programme at Levinsky College of Education in Israel were applied by a third-year student teacher in a traditional fieldwork placement. At the beginning of the school year, the student planned to engage two small groups of children in her field placement in a learning project focused on children's literature related to witches, believing the children would be enthusiastic about the topic. Despite employing a meticulous traditional teaching plan, her attempts to engage the children failed. This led her to seek advice and form an authentic emergent teaching plan that was influenced by the children's preferences and social conflicts in the group. Furthermore, the student gained the teaching staff's approval and encouragement to develop a kindergarten curriculum very different from the traditional one. In this paper, we show an evidence of the learning processes undergone by both the children and the student.  相似文献   

Beyond Learning and Teaching in Preschool Free-Play Centers in Daliat el-Carmel-Isfiya     

Clodie Tal  Eshtiak Fares  Rim Azmi  Waffa Waab 《Early Childhood Education Journal》2008,36(3):281-289

This article describes a group of Druze preschool and kindergarten teachers from Northern Israel who participated in an in-service course in their community. The focus of the training experience was to improve the social climate of the classroom by implementing a life-world approach. Analysis of their reports shows that the children’s meaningful learning, improved emotional coping with ordinary hardships, and mutual social support are a product of intervention that involves multiple, interrelated activity channels: staff collaboration, guided small group discussions, informal discussions, cooperation with parents and community agents, and free play. Each activity channel is associated with a compatible, dominant, learning modality and a predominant interpersonal process—free play, for example, is mainly associated with free inquiry and discourse among children, whereas group activity is also likely to be associated with learning guided by educators.  相似文献   

Computer-based communication and cyberbullying involvement in the sample of Arab teenagers     

Tali Heiman  Dorit Olenik-Shemesh 《Education and Information Technologies》2016,21(5):1183-1196

The use of the internet among teenagers has increased in recent years and nearly 92 % of all teenagers in Israel surf the internet. This study examined the characteristics of involvement in cyberbullying among 114 adolescents in the Muslim Arab sector, and its relationships with emotional aspects. The students completed questionnaires regarding cyberbullying and face-to-face bullying, loneliness and anxiety. Results show that more students experience cyberbullying (82 %) than face-to-face bullying (42 %). The students who were cybervictims reported higher levels of loneliness and anxiety. No gender differences were found. The development of intervention programs is recommended in order to raise awareness, equip students with the appropriate tools to cope effectively with cyberbullying, and allocate resources to reduce and eventually prevent this phenomenon.  相似文献   

Implementing multiple assessment modes in an interdisciplinary environmental education course   总被引：1，自引：0，他引：1  

Tali Tal 《Environmental Education Research》2005,11(5):575-601

Environmental education promotes the use of higher‐order thinking skills, encourages informal experiences in school as well as outdoors and brings together children and adults in order to make a contribution to the environment. Its holistic nature, that encompasses various subject matters, learning environments and teaching methods and encourages cognitive, affective and behavioural outcomes, requires the implementation of an appropriate assessment framework. In this study the author introduced a complex assessment method that encompasses pre, in‐ and after‐course assessments and incorporates instruments that assess knowledge, reasoning, decision‐making and the active involvement of 27 senior pre‐service science and technology teachers who participated in an environmental education course. Findings indicate that the multiple assessment modes employed expressed a wide range of learning in the course. The team investigation project was found to be most suitable for developing environmental awareness, as well as inquiry skills. Self and peer assessment enhanced critical thinking and continuous discussion. The students acknowledged the complex assessment method as a possible model for an assessment framework which corresponds to the unique nature of learning in environmental education. The assessment framework introduced included aspects of environmental knowledge as well as awareness, skills, attitudes, values and practical involvement and addressed most of the course’s basic ideas and components.  相似文献   

Coping experience among students in higher education     

Tali Heiman 《Educational studies》2004,30(4):441-455

The study examines the coping strategies among 130 undergraduate college and university students with learning disabilities (LD) and 146 students without learning disabilities (NLD). Students completed self‐reported instruments designed to measure stress, support and strategies. The findings revealed that students without LD reported higher work stress, higher combined stress and more social support than did students with LD. Students without LD were more task orientated and perceived more support than students with LD, while students with LD used more emotional coping strategies than NLD students. Differences were also obtained regarding age and gender. The study highlights the importance of further investigations with a larger sample and the support sources of students with LD, and suggests developing task‐oriented coping strategies designed especially for students with LD.