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1.
It is generally assumed that young people with lower socioeconomic status (SES) face restricted access to higher education institutions, and particularly to those which are considered to be more prestigious. Differences in student placement in higher education institutions by place of residence are usually explained by their SES. We argue that place of residence is not only a geographical attribute, but also a social factor that influences self-identity and plays a significant role in student placement regardless of their SES. The study was conducted in Israel among first year undergraduate students, and analyzed the effect of living in four residential locality types (cities, small towns, Jewish and Arab villages) on institutional placement. The study focused on the patterns of student placement in institutions, controlling for individual SES and previous academic ability. Findings indicate that place of residence has a net effect on student placement, and it interacts with SES and with previous academic achievements. Less “successful” students, regardless of their SES, are less influenced by their residential locality. These differences in college placement are explained in part by the place of residence, which represents a way of life that creates a shared “sense of place” or “habitus” based on locality. 相似文献
2.
Lilach Sagiv Shalom H. Schwartz 《European Journal of Psychology of Education - EJPE》2004,19(3):237-254
We examine relations of values and intelligence to overt behavior in a field study of clients in career counseling (N=365).
Eleven counselors reported their clients' independence, activity and insightfulness behaviors. As predicted, both values and
intelligence correlated substantially with particular behaviors. Activity and independence correlated positively with self-direction
and achievement values and negatively with conformity and tradition values. Independence correlated positively with maturity
values as well. Insightfulness correlated positively with maturity values and negatively with conformity and tradition values.
All three behaviors correlated positively with intelligence. Values predicted behavior over and above intelligence, but intelligence
added to the prediction by values only for the clients of some counselors. Implications of the findings for research on values
and behavior are discussed. 相似文献
3.
Does perceived disagreement in political discussion help orhinder citizens’ political participation? Some argue thatdisagreement prompts reflection, perspective-taking, and tolerance.Challengers argue that disagreement fosters ambivalence andhinders participatory activities and turnout. One seminal studythat tackled this dilemma formulated the ‘cross-pressures’hypothesis (Lazarsfeld, Berelson, & Gaudet, 1944/1968),which posited that the more individuals are betwixt and betweenconflicting social positions, the longer the time for theirvote intention to crystallize (and the lower the likelihoodthey would vote). This paper offers a critique and refinementof the cross-pressures hypothesis. First, previous studies confoundedintra-individual and structural sources of cross-pressures.Second, past operationalizations of exposure to disagreementfocused on the sheer amount of opposition to the individual’spoint of view, rather than his or her exposure to two conflictingpoints of view. A new measure—network ambivalence—isproposed to capture the latter dynamic. Conceptual and methodologicalrefinements of the cross-pressures hypothesis are tested ona representative sample of voting-age respondents in the UnitedStates, interviewed on the American National Election Study2000 panel (N=1,555). Results suggest that not only were thesepressures hardly detrimental to participation, but they alsofacilitated the formation of considered electoral preferences. 相似文献
4.
The wide attentional window: a major deficit of children with attention difficulties 总被引：1，自引：0，他引：1
The present study assessed visual selective attention in children with attention difficulties compared to age-matched, typically achieving children. We used the flanker task, which requires participants to respond to a central target flanked by distractors, and the feature and conjunction visual search, which requires participants to search for a predesignated target embedded among a variable number of distractors. The results showed that children with attention difficulties encountered major problems only when responding to a central target flanked by adjacent incongruent distractors and when searching for a conjunctive target in a high-density display. These results suggest that children with attention difficulties have a characteristic inability to restrict visual attention to a limited spatial area so as to selectively process relevant information while effectively ignoring distracting information. 相似文献
5.
Lilach Marom 《Asia-Pacific Journal of Teacher Education》2018,46(2):167-182
This paper examines the recertification process of internationally educated teachers (IETs) in British Columbia (BC). In order to teach in Canada IETs have to go through a recertification process. The recertification process varies between provinces and is a full-time training process, following an assessment of IETs’ foreign credentials. Through interviews with IETs and professionals, I explored the prevalent conceptions of the “good teacher” in one IET recertification program. I argue that while Western-Eastern conceptions of the “good teacher” differ, they could complement and strengthen each other, particularly in the multicultural space of BC. Yet in the recertification process, Eastern conceptions of the “good teacher” were viewed as deficient, and thus, spaces for IETs to bring their experiences and voices to bear on reconstructing their professional identity in Canada were closed down. 相似文献
6.
Metacognition and Learning - Success in higher education is highly dependent on students’ ability to efficiently read and comprehend large amounts of text in the speaker’s first/native... 相似文献
7.
The present study aims to examine the impact of encounter between two different ethnic groups, Jews and Arabs, of Israeli first-year graduate students who study in four colleges of education, on the development of their intercultural competence: (1) knowledge regarding the “other,” (2) change in attitudes and behavior towards the other, and (3) multicultural educational practice. The findings point to two clear factors affecting the development of intercultural competence: the formal and informal college experience as reported by respondents, particularly the contents and tools that both Jews and Arabs acquired at the college in addition to personal characteristics and off-campus encounters. The second factor is the difference between the experiences of Jewish and Arab students: while Arab students are more knowledgeable regarding the Jewish culture and are more willing to change attitudes and educational practices in light of multiculturalism, Jewish students are less prone to make such changes. Thus, according to our findings, intercultural encounters among educators during their graduate studies could create a unique opportunity to turn the college experience transformational in terms of intercultural competence, particularly in the segregated structure of Israeli society. 相似文献
8.
Introduction to the Hebrew Edition of Visions of Jewish Education—Medabrim Chazon (Talking Vision) 1
The following is a translation of the introduction to Medabrim Chazon (Jerusalem: Keter, 2006), the Hebrew translation of Visions of Jewish Education, edited by Seymour Fox, Israel Scheffler, and Daniel Marom (Cambridge, 2003).(See the Journal, volume 71, number 1, Levisohn and responses in volume 71, number 2.) Visions of Jewish Education is an effort by leading scholars to improve the quality of Jewish education through attention to its purposes and aims. We, the editors of Medabrim Chazon wrote this introduction for Israeli readers, who encounter in Medabrim Chazon not just a translation of Visions of Jewish Education, but the world of North American Jewish education. While Visions of Jewish Education assumes familiarity with this framework, it is likely to be foreign to the Israeli audience. Indeed, in order to convey some of the problems in translating Visions of Jewish Education for Israeli readers, we have decided to present a literal rendering of the introduction here. North American readers may be surprised to notice, for example, the need to explain the role of synagogues in Jewish education. This special introduction to the Hebrew translation may also be valuable for North American readers of Visions of Jewish Education. First, it may be illuminating to see how issues of Jewish educational vision unfold in Israel; the introduction brings to light questions of language, identity, and institutional structure that are unique to Jewish education in Israel. At the same time, while Jewish education plays itself out differently in various parts of the Jewish world, the issue of vision is fundamental in each context, and we hope to identify some shared concerns across Jewish communities. Having identified these concerns, we hope it will be possible for the book's audiences from around the world to engage in a conversation. Finally, we believe that we can benefit from looking at our own communities from the vantage point of how we are perceived by different communities within the Jewish world. This can not only enhance the awareness of our very diverse Jewish world but also foster exchange within it. 相似文献
9.
ABSTRACTCitations are one of the ways that scholars engage one another in dialogue, debate, and discussion. As such, they represent a powerful way in which practitioners constitute themselves and others within a scholarly field. This article studies the citational practices of articles published in the Journal of Jewish Education over a 10-year period in order to discover how scholars have constituted the field of research in Jewish Education. Using social network analysis and qualitative examination, this article presents an unprecedented portrait of the field of knowledge including its strengths and new directions for scholarly investigation and analysis of how the field of research in Jewish education has been formed, and how citational references have shaped how scholars and practitioners understand what we know about Jewish education. 相似文献
10.
Lilach Nir 《广播与电子媒介杂志》2013,57(4):578-596
The recent proliferation of online videos captured at the scene of news events begs the question: Do news videos have a meaningful impact on citizens’ political opinions and behaviors that is different than that of news articles? This was examined in an experiment using carefully matched videos and articles about the European refugee crisis. Findings show that articles generated stronger intentions to help refugees than videos, and this was mediated by the depth with which the news story was processed. Despite their increasing prominence and intuitively impactful qualities, news videos do not deliver more powerful effects than news articles. 相似文献