Israeli teachers make sense of global citizenship education in a divided society- religion,marginalisation and economic globalisation     

Heela Goren  Claire Maxwell  Miri Yemini 《比较教育学》2019,55(2):243-263

ABSTRACT

Global citizenship education (GCE) has recently been promoted by national education systems and supranational organisations as a means for facilitating social cohesion and peace education. We examined the perceptions of GCE held by teachers from the three main education sectors in Israel: secular-Jewish, religious-Jewish, and Palestinian Arab, and found stark differences in the way teachers from each sector interpreted the term. For marginalised groups (Palestinian Arab), GCE is seen as offering a way of securing a sense of belonging to a global society. For already well-resourced social groups (Jewish secular), GCE is viewed as a way of promoting global futures. Meanwhile, for the Jewish religious minority in Israel, GCE is seen as a threat to national identity and religious values. Our findings cast doubt on the unifying potential of GCE, and we conclude by calling upon scholars and policymakers to examine unique obstacles facing GCE in their various contexts.  相似文献   

Global citizenship education in context: teacher perceptions at an international school and a local Israeli school     

Heela Goren 《Compare》2016,46(5):832-853

We apply semi-structured interviews to conceptualise perceptions of global citizenship among teachers at an international school and teachers at a local public school in Israel, revealing discrepancies between theory and practice in global citizenship education (GCE). We find that teachers perceive global citizenship differently along three major axes: boundaries of global citizenship, practical aspects of GCE, and through the effect of Israel’s context. This study offers a comparative perspective that discerns the differing impacts of school context and student background on teacher perceptions at different kinds of schools and highlights the importance of teacher agency in GCE.  相似文献   

Educational electronic book activity supports language retention among children at risk for learning disabilities     

Adina Shamir  Ora Segal-Drori  Ilana Goren 《Education and Information Technologies》2018,23(3):1231-1252

The main purpose of the present study was to examine the effect of an activity with an educational electronic book (e-book) on language retention among children at risk for learning disabilities (LD) (seven weeks after the intervention). Two modes of the educational e-book were investigated: with and without metacognitive guidance. Seventy seven kindergarteners aged 4.5–7 were randomly divided into three groups: (1) reading an e-book which included metacognitive guidance (EBM); (2) reading an e-book which did not include metacognitive guidance (EB); (3) receiving the regular kindergarten program (control). The children’s vocabulary was assessed before the intervention, immediately after the intervention (post 1) and seven weeks later (post 2). Story comprehension was assessed only following the intervention (post 1 and 2). The findings showed a long-term effect of the activity with the e-book on vocabulary. However, for story comprehension, a decrease in recall of words and quotes and an increase in the recall of main ideas from the story were found seven weeks after the activity with the e-book. No significant difference in retention was found between the two intervention groups (with and without metacognitive guidance). The implications of these results for kindergarteners at risk for LD are discussed.  相似文献   

Interim Assessments as a Strategy for Improvement: Easier Said Than Done     

Paul Goren 《Peabody Journal of Education》2013,88(2):125-129

This essay provides an overview of the papers contained in this issue of the Peabody Journal of Education. In it, the author notes for policymakers especially issues and concerns that emerge from the use of formative assessments geared towards education improvement. While the intent of such assessments is lead to improved overall instruction and improved outcomes, he stresses that this is not a passive act that rests solely on testing children, providing their teachers and school leaders with data, and then hoping improvement will occur.  相似文献   

Foreign Communications     

Dina Goren  Simon Jenkins  James Margach  William Chislett  T.J. Allard  Oswald H. Ganley 《Communication Booknotes Quarterly》2013,44(11):209-211

The Media: Contexts of Study (114 pp.---$6.30)

The Study of Culture 1 (152 pp---$7.65)

The Study of Culture 2 (144 pp.---$7.65)

The Audience (104 pp.---$6.16)

Media Organization 1 (106 pp.---$6.l6)

Media Organization 2 (60 pp.---$5.31)

Media and Society 1 (92 pp.---$6.16)

Media and Society 2 (53 pp.---$4.25)

Secrecy and the Right to Know, by Dina Goren (Ramat Gan, Israel: Turtledove Publishing, 1978---no price given)

Newspapers: The Power and the Money, by Simon Jenkins (London: Faber & Faber, 1978---E1.95, paper)

The Abuse of Power, by James Margach (London: W.H. Allen, 1978---95 p, paperback)

The Spanish Media Since Franco, by William Chislett (London: Writers and Scholars Educational Trust, 1978---£3.00)

T.J. Allard's Straight Up: Private Broadcasting in Canada 1918-1958 (Canadian Communications Foundation, 165 Sparks St., Ottawa, Ontario KiP 5S2---$10.95 1 paper including mailing)

Oswald H. Ganley's The Role of Communications and Information Resources in Canada (Program on Information Resources Policy, 200 Aiken, Harvard University, Cambridge, Mass. 02138---$10.90, paper--ask for Working Paper W79-1)

Anthony Smith's The Newspaper: An International History (London: Thames and Hudson, 1979 ---$14.95)  相似文献   

Priming,enabling and assessment of curiosity     

Sher  Keren Ben-Tov  Levi-Keren  Michal  Gordon  Goren 《Educational technology research and development : ETR & D》2019,67(4):931-952

Educational technology research and development - In the information age, where all answers are just a click away, curiosity, the intrinsic drive to learn, becomes of paramount importance. How easy...  相似文献