Behavioral patterns of students under an individualized learning strategy     

Tamar Levin  Zipora Libman  Rivka Amiad 《Instructional Science》1980,9(1):85-100

The study examines the behavioral patterns of high, average and low achievers in classrooms implementing an individualized instructional strategy. The study makes use of an observational instrument modelled on Medely's Personal Record of school Experiences (PROSE). Seventy-two boys and girls chosen from 12 first, second and third grade classrooms were included in the sample; 1/3 were ranked by the teacher as high achievers, 1/3 as average and 1/3 as low achievers. The findings revealed that students spent about 2/3 of their time on independent work; and the time spent interacting with teacher was about equal to the time spent interacting with classmate.The results also showed that interaction patterns between teacher and individual students are related to the student achievement level. In addition, distinctly different work patterns of independent activity were discerned in high and low achievers indicating higher involvement in on-task activities among high students compared with low achievers. Similiar patterns of interaction between students were found for high, average and low achievers demonstrating either on-task or off-task interaction of a verbal nature among students of the same sex. Implications for teachers, teachers trainers and instructional developers are discussed.  相似文献   

Parent counseling as a means of change: A study of an Adlerian approach     

Zipora Magen  Tamar Levin  Daniella Yeshurun 《International journal for the advancement of counseling》1991,14(1):27-39

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Leaving a Choice for Others: Children’s Evaluations of Considerate,Socially-Mindful Actions     

Xin Zhao  Xuan Zhao  Hyowon Gweon  Tamar Kushnir 《Child development》2021,92(4):1238-1253

People value those who act with others in mind even as they pursue their own goals. Across three studies (N = 566; 4- to 6-year-olds), we investigated children’s developing understanding of such considerate, socially-mindful actions. By age 6, both U.S. and Chinese children positively evaluate a character who takes a snack for herself in a way that leaves a snack choice for others over a character who leaves no choice (Study 1), but only when the actors had alternative possible actions (Study 2) and when a clear beneficiary was present (Study 3). These results suggest an emerging ability to infer underlying social intentions from self-oriented actions, providing insights into the role of social-cognitive capacities versus culture-specific norms in children’s moral evaluations.  相似文献   

Context matters: increasing understanding with interactive Clicker Case studies     

Mary A. Lundeberg  Hosun Kang  Bj?rn Wolter  Robert delMas  Norris Armstrong  Bruno Borsari  Nancy Boury  Peggy Brickman  Kristi Hannam  Cheryl Heinz  Thomas Horvath  Maureen Knabb  Terry Platt  Nancy Rice  Bill Rogers  Joan Sharp  Eric Ribbens  Kimberly S. Maier  Mike Deschryver  Rodney Hagley  Tamar Goulet  Clyde F. Herreid 《Educational technology research and development : ETR & D》2011,59(5):645-671

Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students?? performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education.  相似文献   

Post-trauma: healthcare practitioners use social media during times of political tension     

Ariela Popper-Giveon  Tamar Israeli  Yael Keshet 《Critical Studies in Media Communication》2019,36(2):184-199

The approach of context collapse and the notion of unintentional context collisions are of importance to scholars of social media. Israeli public hospitals are a particularly suitable venue for studying these topics, as they employ both Jewish and Arab practitioners, who care for both Jewish and Arab patients amid an ongoing violent conflict. In-depth interviews were conducted with 50 managers and healthcare practitioners (physicians and nurses), both Jewish and Arab, employed at 11 public hospitals in Israel. We found that despite hospitals managements’ instructions to avoid political discourse, it erupts nonetheless whenever the conflict escalates. Fearing damage to professional relations and care of patients, political discourse spills over into social media, where political opinions are expressed mostly by Arab practitioners and stereotypical attitudes against Arabs are expressed mostly by Jewish ones. Our study exemplifies the usefulness of the context collapse approach—and specifically unintentional context collisions—to work organizations and all the more so to healthcare organizations.  相似文献   

Still waters run deep     

Naama Sabar  Tamar Levin 《科学教学研究杂志》1989,26(8):727-735

This study aims to compare girls' performance with that of their boy peers, in a special program called a “research class.” Eighteen eleventh-grade students who excelled in math and science volunteered for a special research class in biology. The program consisted of three supplemental hours of biology per week at school, plus one full day per week at a research institute. At the institute the students were required to conduct individual research projects under the guidance of a scientist as well as the supervision of their biology teacher. The data about the participating students was collected through qualitative methods. Nonparticipant observations were conducted, primarily in the classroom and less frequently at the research institute, over a long period of time. These observations yielded information regarding each gender's quality of work. Following these observations, all of the participating adults and students were interviewed, and questionnaires were completed by the students. The main findings of the study indicated that the boys were significantly more active in classroom discussions than were the girls. This observation was reconfirmed by an analysis of verbal interventions in classroom discussions. However, in both the teacher's evaluation and the students' self-evaluation of their achievements, the girls' ratings were at least as high as the boys, with an average of 9 on a scale of 10. Moreover, the scientists indicated in their evaluations that the girls exhibited ability, intellectual curiosity, and a sense of responsibility, and were definately as able as were the boys. In other words, the vociferous monopoly of the boys during classroom discussion turns out to be relatively insignificant when examining the more covert qualities of the participating male and female students.  相似文献   

Contribution to the Collective by Religious‐Zionist Adolescent Girls     

Tamar Rapoport  Anat Penso  Yoni Garb 《British Journal of Sociology of Education》1994,15(3):375-388

The act of contribution to the collective raises a major dilemma in contemporary religious Zionism in regard to girls and women: how to maintain their traditional restriction to the domestic sphere while allowing participation in national tasks that demand their presence in the male‐dominated public sphere. From in‐depth interviews conducted with 37 seventeen‐year‐old religious girls studying in a unisex residential boarding high school, we uncover the manner in which these girls, as they proceed to young adulthood, experience the act of contribution in three social arenas: the Bnei Akiva youth movement, national service and the domestic sphere. Our analysis reveals a gradual recruitment to contribution during the passage from girlhood to womanhood, paralleled by the gradual intensification of feminine’ qualities. This process facilitates the girls’ participation in the public sphere without challenging the traditional gender dichotomy. It also constitutes a central practice by means of which religious‐Zionist society recruits the girls to the Israeli collective yet keeps them within its own socio‐cultural boundaries.  相似文献   

A Review of “The Women Who Reconstructed American Jewish Education 1910–1965“     

Tamar Wasoian 《Religious education (Chicago, Ill.)》2013,108(3):346-348

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远程学习环境下的学生辅导对在学率的影响     

Tamar Benaya  Ela Zur  崔津生 《天津电大学报》2009,13(1):5-10

以色列开放大学（OUI）是一所以远程学习及自学为主的免试入学的高等学院。对所有高等教育机构,尤其是对远程开放教育机构来说,学生的在学率问题是最被关注的。为应对这一问题,OUI决定实施一项保证在学率的项目,其目的是帮助新生解决在学习第一门课程中遇到的困难。新生和高年级的学生组成对子,由高年级的学生在第一学期作为辅导员帮助他们解决困难。本论文介绍了此项目实施情况并展示了接受辅导的学生的学习情况、就学情况、沟通情况以及他们在远程学习环境中的辅导情况。  相似文献   

R&D intensity, value appropriation and integration patterns within organizational boundaries     

Niron Hashai  Tamar Almor   《Research Policy》2008,37(6-7):1022-1034

Complementary insights from Transaction Cost Economics (TCE) and the Resource-Based View (RBV) of the firm are combined to predict the relationship between firm specific technological knowledge and patterns of integration within organizational boundaries. The findings show that the level of Research and Development (R&D) intensity (representing the creation of firm specific technological knowledge) has an inverted U-shaped relationship with the propensity of firms to integrate activities within organizational boundaries. At low levels of R&D intensity, firms’ propensity to integrate their activities is low, but increases with escalating levels of R&D intensity in order to avoid the misappropriation of value generated by technological knowledge. However, beyond a certain R&D intensity level, the propensity to integrate activities declines, since the level of technological knowledge is high enough to prevent imitation by third parties. As expected we further find that firms which follow this integration pattern outperform those which do not. As the level of R&D intensity increases, the integration of production and marketing activities enables firms to improve performance until a certain R&D intensity threshold, after which such integration negatively affects performance.  相似文献