Employee mistreatment and muted voices in the culturally diverse workplace     

Mary M. Meares  John G. Oetzel  Annette Torres  Denise Derkacs  Tamar Ginossar 《Journal of Applied Communication Research》2013,41(1):4-27

This study examines mistreatment through the perspectives of employees with different cultural backgrounds and positions in order to understand the ways in which some voices are muted and others are privileged. Mistreatment is interactional, distributive, procedural, or systemic abuse of employees taking place at both interpersonal and institutional levels on the basis of cultural diversity. Narrative analysis of semi‐structured interviews with employees of a large research and development organization revealed three types of muted narratives used to respond to mistreatment (muted‐but‐engaged, angrily disengaged, and resigned) as well as one type of privileged response. The narratives provided evidence of two processes by which voices became muted: repeated silencing over time and silencing through ambiguity of policies.  相似文献   

Detecting bias in selection for higher education: three different methods     

Tamar Kennet-Cohen  Elliot Turvall  Carmel Oren 《Assessment in Education: Principles, Policy & Practice》2014,21(2):193-204

This study examined selection bias in Israeli university admissions with respect to test language and gender, using three approaches for the detection of such bias: Cleary’s model of differential prediction, boundary conditions for differential prediction and difference between d’s (the Constant Ratio Model). The university admissions process in Israel, like those in many countries, is based on a combination of school-related achievement and a general scholastic aptitude test. The selection process was found to be biased in favour of Arabic speakers and not biased with respect to gender. The three approaches for detecting selection bias were similar in the pattern of the results they produced, but differed, as expected, in the magnitude of the bias they detected. The discussion focuses on the results both with respect to the specific groups studied (first research question) and with respect to the three approaches for detecting selection bias (second research question).  相似文献   

Converting to belong: immigration,education and nationalisation among young ‘Russian’ immigrant women     

Elena Neiterman  Tamar Rapoport 《Gender and education》2009,21(2):173-189

The paper examines religious conversion to Judaism among young ‘Russian’ immigrant girls in Israel. Looking into the process of conversion in religious boarding schools for girls only (Ulpana) and in the broader context of the Israeli nation‐state, we examine the strategies the educators contrive in inculcating religiosity among the girls, how they legitimise and facilitate their self‐transformation, and mobilise them to desire a religious subjectivity. At the same time, we study the experiences of the Russian girls in the Ulpana, and the meanings they assign to their conversion as depicted in the personal stories they narrated to us. The paper reveals how the Ulpana operates as a major nationalisation agent that cultivates a path for the girls to belong to the national religious camp, thus assuring their affiliation to Israeli‐Jewish society at large.  相似文献   

Which Pedagogical Parameters Predict the General Quality of ICT Integration from the Perspective of Elementary School Leaders?     

Tamar Shamir-Inbal 《学校用计算机》2017,34(3):168-191

Technological changes in the digital age require schools to integrate innovative technologies in learning and the curriculum. This study analyzes data collected from elementary schools toward the end of the second and the third years of the national program for the gradual integration of ICT in Israeli schools. The study examines how school principals and ICT coordinators assess the systemic changes that have occurred in their schools. The parameters explored were collaboration (intraschool vs. interschool collaboration), digital content (using vs. designing digital content), and e-communication (within the teaching staff vs. between staff and families). An online questionnaire was distributed to the entire district of the Ministry of Education. The analysis was carried out on a total of 358 schools. Regression analysis showed that intraschool collaboration, digital content use and design, pedagogical update of class websites, and e-communication within the teaching staff explained 47.7% of variance in the general quality of ICT integration. It seems that school ICT leaders assess the general quality of ICT integration according to internal factors—in terms of collaboration within their schools and online interactions with colleagues—rather than external factors—collaborative activities between schools or e-communication with students and parents.  相似文献   

Adolescents from disadvantaged neighborhoods: Personal characteristics as related to volunteer involvement     

Zipora Magen  Menucha Birenbaum  Tamar Ilovich 《International journal for the advancement of counseling》1992,15(1):47-59

The purpose of the present study was to investigate the relationships between involvement in volunteer activities of youth from disadvantaged neighborhoods and their life aspirations: the intensity of their remembered positive experiences: and their sense of coherence (SOC). Scales measuring these factors were administered to three groups of adolescents from disadvantaged neighborhoods: a) 57 adolescents who had been active volunteers during the course of one year, b) 37 adolescents who had merely registered to become involved but had not yet begun their activity, and c) 42 adolescents who were not involved in any volunteer activity. A cross-sectional design was selected to compare the three groups. The results showed that adolescents who had been involved in such activities for a period of at least one year expressed a stronger sense of coherence in their lives, a higher desire to commit of themselves to society, and a greater capacity to experience more intense positive experiences, in comparison to the other two groups of their noninvolved peers. The potential significance of volunteer activity for disadvantated adolescents was explored, and suggestions were offered for new directions in social rehabilitation programs.The authors would like to thank Dee B. Ankonina for her editorial assistance.  相似文献   

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom   总被引：1，自引：0，他引：1  

Tamar Levin  Tili Wagner 《Instructional Science》2006,34(3):227-278

This article explores student views on writing as shown by the metaphors they use when asked to reflect on their own writing-to-learn tasks in the science classroom. The study examines the metaphors and metaphoric themes of 97 eighth grade students, discusses how they compare to important theories on writing to learn, and explores how student views on writing are affected by their classroom writing experiences. The study shows (1) that the identification of metaphors and clustering them around recurring themes can help to systematize the experiential meanings of writing with reference to four dimensions: cognitive, social, emotional and meta-cognitive; (2) that student views on writing correspond to various theoretical models, but are not identical to them; (3) that metaphor use is strongly affected by student writing experiences and that writing-to-learn tasks, feedback and reflective writing greatly influence student views on writing; and finally, (4) the study found two multidimensional conceptualizations reflected in the student metaphors, corresponding to the constructivist and transmission views of teaching and learning. in final form: 19 April 2005  相似文献   

The effect of school entrance age on academic achievement and social-emotional adjustment of children: Follow-up study of fourth graders     

Zvia Breznitz  Tamar Teltsch 《Psychology in the schools》1989,26(1):62-68

One hundred and thirty-seven fourth-grade pupils participated in a follow-up study of the effect of school-entrance age on academic achievement and social-emotional functioning. The sample included 73 oldest pupils, born in the months of January to March, and 64 youngest pupils, born in October to December of the same calendar year. Results indicated that differences between the two groups in academic and social-emotional measures, found when the subjects were in first grade, persisted in part to the fourth grade. The youngest subjects continued to score lowest in mathematics and in oral and silent reading comprehension; they were slower readers; and they had higher trait anxiety scores. In addition, the differences between the groups in oral and silent reading comprehension performance were found to increase over the years.  相似文献   

Predicting school performance with the early screening inventory     

Samuel J. Meisels  Martha Stone Wiske  Terrence Tivnan 《Psychology in the schools》1984,21(1):25-33

Criteria are proposed for defining and selecting preschool developmental screening instruments. These criteria include the purpose, breadth, and psychometric properties of screening tests. The Early Screening Inventory (ESI) is a developmental screening instrument designed to satisfy these criteria. The test samples developmental, rather than school achievement, abilities and focuses on performance in a wide range of developmental areas. The results of several reliability and validity studies performed on the ESI are presented, demonstrating that the ESI predicts school performance with moderate to excellent accuracy through the end of second grade. The usefulness and limitations of the ESI in predicting school performance from kindergarten to grade four are discussed.  相似文献   

Several CASE Lessons Can Improve Students’ Control of Variables Reasoning Scheme Ability     

Reuven Babai  Tamar Levit-Dori 《Journal of Science Education and Technology》2009,18(5):439-446

This study addressed one aspect of scientific reasoning, the control of variables reasoning scheme. We explored whether a short intervention aimed at accelerating this reasoning scheme by CASE lessons would improve students’ ability to apply this scheme in problems related to the biology curriculum. About 120 students from grade nine were assessed for their Piagetian cognitive level and were divided into two groups, control or intervention. A short intervention of three sessions took place in the intervention group only. Both groups were then instructed on the topic of enzymes according to the biology curriculum and undertook a final exam. The results showed that only 20% of the population acquired the Piagetian formal operations level, in line with previous findings. In addition, it was found that the short intervention had a significant effect on students’ ability to use the control of variables reasoning scheme.  相似文献   

Patterns and purposes in the uses and misuses of the term ‘critical thinking’ in the social sciences     

Tamar Bregvadze  Karim Medjad 《European Journal of Education》2023,58(3):462-476

This article analyses the uses and representations of the term “critical thinking” in the social science literature, based on a qualitative content analysis of titles, abstracts and keywords retrieved from the SCOPUS database for Germany, France and Russia over the last two decades. Our analysis focuses on how the use of the term “critical thinking” has increased over time, in which contexts the term is used and in which part of article texts it is used. Our findings are counterintuitive on several levels. First, the term “critical thinking” is seldom used in a pluri-disciplinary context. More commonly, it is used within specific discourses—notably education. Second, we found that it is mainly used instrumentally, rather than analytically. Third, most of the articles that use the term do not engage in actual critical analysis. There are also important geographic variation in the use of the term. In articles from Germany and Russia the term is used in similar ways—and differently in France. These nuances are difficult to analyse however, due to the different topics addressed, as well as author preferences. The use of the term “critical thinking” is diverse; indeed, at times weak and paradoxical. Finally, we discuss how editorial policy in academic journals possibly influences the discourse on critical thinking.  相似文献