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Deborah L. Floyd Rivka A. Felsher Gianna Ramdin 《Community College Journal of Research & Practice》2016,40(1):5-22
In the 40th publication year of the Community College Journal of Research and Practice (CCJRP), the authors present a 39-year retrospective on research on the community college through the lens of the journal. It is not known exactly what the body of community college research wholly consists of. Without access to the larger picture of community college research, both the research and practitioner communities remain generally unaware of the existing research, areas lacking in study, and opportunities to build upon past research and to explore adaptation of practices that have been implemented at other institutions. The purpose of this study was to explore the evolution of community college research by surveying topics in community college research published over the past 39 years within the context of the CCJRP, highlighting implications for future research, policy, and practice. Findings from this content analysis study demonstrate more attention to student success, teaching and learning, and community college leadership than other topics. Overtime, topics such as college mission and international perspectives cycled across the decades, while others, such as access, held steady. Findings also show the popularity of policy and innovation topics and changes in authorship over time, particularly as related to gender. 相似文献
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Rivka Herzlich 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):467-481
Résumé L'étude d'une seconde langue étrangère en Israël, et particulièrement l'étude du français, est dans la plupart des cas, réservée aux élèves qui obtiennent de bons résultats dans les tests d'aptitude à l'apprentissage d'une première langue étrangère et de bons résultats dans l'étude de cette première langue (l'anglais).Beaucoup d'élèves, enfants d'immigrants d'Afrique du Nord, obtiennent des résultats peu élevés dans les tests d'aptitude mais sont fortement motivés à apprendre le français. Nous avons voulu tester l'hypothèse que la motivation et l'attitude personnelle à l'égard du français et de la culture française jouent un rôle important chez un grand nombre d'élèves israëliens. Notre étude vérifie l'importance de ces deux facteurs dans l'apprentissage du français, seconde langue étrangère.
The study of a second foreign language in Israel, and in particular the study of French, is most frequently restricted to those pupils who get good results in aptitude tests for learning a first foreign language, and good results in the study of that first language (English).Many pupils, children of immigrants from North Africa, obtain poor results in the aptitude tests, but are strongly motivated to learn French. We wished to test the hypothesis that motivation and personal attitude towards French language and culture play an important part in the case of a large number of Israeli pupils. Our study bears out the importance of these two factors in the learning of French as a second foreign language.
Zusammenfassung In Israel bleibt das Erlernen einer zweiten Fremdsprache, insbesondere des Französischen, grösstenteils solchen Schülern vorbehalten, die in Fähigkeitstesten für das Lernen einer ersten Fremdsprache (English) sowie in deren Studium gute Resultate erzielen.Viele Schüler aus nordafrikanischen Immigrantenfamilien schneiden bei den Fähigkeitstests schlecht ab, sind jedoch stark motiviert, Französich zu lernen. Ein Test der Hypothese, dass Motivation und persönliche Einstellung zur französischen Sprache und Kultur bei einer grossen Anzahl israelischer Schüler eine wichtige Rolle spielen, hat die Bedeutung dieser beiden Faktoren für das Erlernen des Französischen als zweiter Fremdsprache bestätigt.相似文献
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This study was conducted in the framework of a project that sought to change the school learning and teaching environment and adapt it to current reality through the proactive use of technology in the search for knowledge. It is an exploratory, longitudinal, case study of a single school, in one city in central Israel, which examines changes in educational beliefs, classroom practices, and knowledge restructuring processes of six teachers of grades 4-6, who for three years experienced an approach to teaching and learning focusing on information-rich tasks in an information-rich environment. The main findings show different patterns and rates of change in teacher educational beliefs, knowledge restructuring processes and classroom practices. They also demonstrate that students of teachers whose educational beliefs and classroom practices radically changed and which reflected a constructivist approach to learning regarded learning as a process of engaging with complex, context-related tasks requiring multiple viewpoints, whereas students whose teachers had a traditional positivist approach saw technologyassisted learning as learning with technical tools. The study indicates a reciprocal rather than unidirectional relationship between teacher classroom practice and changes in teacher educational beliefs and knowledge restructuring processes. 相似文献
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The main aim of the present study was to investigate the attitudes of boys' teachers (N = 68), and girls' teachers (N = 68), in the independent educational system of the ultra-orthodox (Haredi) community, towards inclusion of pupils with special needs in regular classrooms. Forty of the subjects lived and taught in two major cities in which reside, beside other citizens, the majority of the Haredi community in Israel, and 73 of them lived in a small town in which reside only the Haredi community. Results show that willingness to include pupils with special needs in their class of teachers in the cities is significantly more positive than their counterparts in the small town. In addition, within those cities the willingness to include of the boys' teachers is more positive towards inclusion of mildly disabled children, while the willingness to include of girls' teachers is more positive towards inclusion of severely disabled pupils. Findings indicate also that the Haredi teachers, males and females alike, have a different perception of disability as compared to the common spread of the professional perception of this term. Results indicate the effects of a major change in the state's educational policy on its independent minorities' educators. 相似文献
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Rivka A. Eisikovits 《Educational Action Research》2013,21(3):263-277
This article presents an anthropological model for training educators to work with culturally diverse student populations. The program is described and compared with some of the other training models available. Its potential for cross‐cultural and cross‐training level applicability is explored. 相似文献
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This article describes an experiment conducted at the University of Haifa, School of Education aimed at illustrating the cross-cultural usefulness of Educational Anthropology's theoretical core which, it is suggested, functions as a warning device that readily detects vulnerable spots in any given educational system. By highlighting a variety of personal, organizational, social and cultural conditions that either contribute to or hinder the assimilation of new learning this article demonstrates how students reorganize their cognitive maps as a result of such learning.An earlier version of this article was presented at the 1980 National Conference of the Israeli Educational Research Association, Haifa, Israel. 相似文献