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1.
Ofra Inbar‐Lourie Smadar Donitsa‐Schmidt 《Assessment in Education: Principles, Policy & Practice》2009,16(2):185-204
The research investigated the factors which underlie the perceptions and usage of alternative assessment procedures among EFL teachers in Israel. The research was conducted within the framework of an earlier model by Hargreaves and colleagues comprising four perspectives – technological, cultural, political and postmodern – to account for teachers’ assessment practices and beliefs. The sample included 113 EFL teachers who responded to a self‐report questionnaire. The model’s four perspectives were validated using a two‐stage factor analysis. Results show that the predominant factor related to the usage of alternative assessment is the technological one, followed by the cultural and postmodern perspectives. The political perspective yielded mixed results. The findings highlight the complexity of teachers’ assessment practices reflecting not merely a testing approach but a social and educational paradigm encompassing micro constraints (technological), macro influences (political), ideologies and commonly‐held beliefs (cultural) as well as evidence of critical pedagogy (postmodern). 相似文献
2.
Smadar Ben-Asher 《Journal of Experimental Education》2013,81(4):680-695
Recent emphasis on research productivity in teacher-education institutions has intensified the inherent tension in faculty members’ roles as both educators and researchers. We adopt the framework of social representations theory to explore identity perceptions among teacher-educators whose organization required them to take on the identity of “researcher.” The study relies on qualitative content analysis of data from eight focus groups (n?=?100) comprising faculty members at an Israeli teachers’ training college that transitioned into an academic research institution. We observe that, in the wake of the organizational change, participants abandoned the traditional hegemonic representation of the centrality of pedagogy and accepted new representations combining teaching and research. Yet few participants identified with the new representation on a personal level, and pedagogy continued to constitute the essence of their work. 相似文献
3.
In the current study (a) maternal insightfulness into the experience of the child and (b) resolution with respect to the child's diagnosis and their associations with children's security of attachment were examined in a sample of 45 preschoolers (mean age = 49 months) with autism spectrum disorders (ASD). It was hypothesized that mothers who were insightful and resolved would be more likely to have securely attached children than mothers who were neither insightful nor resolved. The findings supported this hypothesis. The implications of insightfulness and resolution for child attachment in the context of ASD are discussed. 相似文献
4.
The present study investigates whether social interaction moderates age-related deterioration of theory of mind (ToM) abilities. The study population consists of 65 Israeli adults aged 19–102 with varying degrees of self-reported social interaction. It is hypothesized that as age increases, success at ToM-related tasks will decrease. Second, it is hypothesized that the level of social interaction will predict success in ToM tasks only among the older population. Third, it is hypothesized that elderly people who have frequent social interactions within and outside the family environment will exhibit an advantage in maintaining ToM abilities as compared to their peers with limited social interaction. The results of the study support the first hypothesis: with increased age, success on the two ToM tasks measured decreases. The second hypothesis is also supported: social interaction predicts ToM abilities only in the older subpopulation (aged 65–102). The third hypothesis is partially supported: those in the older age group perform better on only one of the two ToM tasks measured. The results of the study are consistent with the theoretical position that social interaction moderates the impact of ageing on certain ToM abilities. Practical implications of the findings are discussed. 相似文献
5.
Khalid Arar Ruth Zuzovsky Smadar Donitsa-Schmidt Ricardo Trumper Judith Barak 《Asia-Pacific Journal of Teacher Education》2019,47(5):524-538
ABSTRACTThe study aimed to identify teachers’ motivations to study Master of Education (M.Ed.) programs offered by teachers’ training colleges. M.Ed. degree programs have become available in Israel since 2004, with a rapid increase since then in the number of colleges offering various programs and a consequent increase in the number of graduates. M.Ed. degrees follow one of two teaching approaches: (1) top-down/transmission of knowledge (2) bottom-up transformative studies to support teachers’ professional autonomy. The first approach complies with the policy of the Council for Higher Education (CHE). The other is promoted by the Israeli Ministry of Education as an integral part of teachers’ professional development. The study’s methodology included examining data from multiple sources: documentation concerning the academic programs, government policy statements, and surveys administered to teachers who had graduated successfully from M.Ed. programs over the past decade and are now working in the field. We found that after the first decade of M.Ed. courses in Israel, significantly more programs incline towards the bottom-up/transformative approach, aiming to promote individual, personal and professional development instead of adopting the transmission approach. Teachers prefer M.Ed. programs at universities that include research. Yet their motivation to study is primarily intrinsic motivation, whether they aspire to study at universities or at teachers’ training colleges. Results are pertinent for government planning of teachers’ professional development. Further study into the needs of teachers is required to endorse these conclusions. 相似文献
6.
Smadar Donitsa-Schmidt Ruth Zuzovsky 《International Journal of Leadership in Education》2020,23(4):371-387
ABSTRACT The study examined the effect of teachers’ formal, nonformal and informal learning experiences on their promotion to middle leadership roles in schools during their first ten years of work. Analyses were based on data from two cohorts of Israeli teachers who completed their pre-service programs in the years 2005–2006 (N = 4208). They were followed for ten years until 2015. Results showed a differential effect. The effect of formal learning was the most influential factor of teachers’ promotion to leadership roles throughout the years. Informal learning was the second influential factor. Nonformal learning had the lowest effect. 相似文献
7.
Steinberg N Siev-Ner I Peleg S Dar G Masharawi Y Zeev A Hershkovitz I 《Journal of sports sciences》2012,30(5):485-495
In the present study, we tried to determine the association between joint ranges of motion, anatomical anomalies, body structure, dance discipline, and injuries in young female recreational dancers. A group of 1336 non-professional female dancers (age 8-16 years), were screened. The risk factors considered for injuries were: range of motion, body structure, anatomical anomalies, dance technique, and dance discipline. Sixty-one different types of injuries and symptoms were identified and later classified into four major categories: knee injuries, foot or ankle tendinopathy, back injuries, and non-categorized injuries. We found that 569 (42.6%) out of the 1336 screened dancers, were injured.The following factors were found to be associated with injuries (P < 0.05): (a) range of motion (e.g. dancers with hyper hip abduction are more prone to foot or ankle tendinopathies than dancers with hypo range of motion; (b) anatomical anomalies (scoliotic dancers manifested a higher rate of injuries than non-scoliotic dancers); (c) dance technique (dancers with incorrect technique of rolling-in were found to have more injuries than dancers with correct technique); (d) dance discipline (an association between time of practice en pointe and injury was observed); and (e) early age of onset of menarche decreased risk for an injury. No association between body structure and injury was found. Injuries among recreational dancers should not be overlooked, and therefore precautionary steps should be taken to reduce the risk of injury, such as screening for joint range of motion and anatomical anomalies. Certain dance positions (e.g. en pointe) should be practised only when the dancer has already acquired certain physical skills, and these practices should be time controlled. 相似文献
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9.
Yehudith Weinberger Smadar Donitsa-Schmidt 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):552-572
The purpose of this study is to compare alternative teacher education programs in English as a foreign language (EFL), biology, and mathematics to traditional programs in the same subjects. To do this, we analyzed data on all of the students who studied in the aforementioned programs during 2009 and 2010 in the largest college of education in Israel—a total of 91 students from the alternative and 74 from the traditional programs. The study used administrative data provided by the college and by the Ministry of Education. The study examined the following aspects: performance during initial training, success during the induction period, retention rates in the first 5 years of teaching, and the characteristics of their placement in schools.?Findings indicate great variation among the 3 alternative programs. Of the 3, only the mathematics program exhibited high rates of entry into teaching and high retention rates. The programs in English, both alternative and traditional, produced the lowest percentages for both graduates and teacher retention. Additional findings reveal the tremendous difficulties faced by the education system to recruit, train, prepare, and finally, retain high-quality teachers within the system. 相似文献
10.
The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry
learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program.
The current qualitative research shows that facilitating students in a dynamic open inquiry process is multidimensional. Teaching
practices cover a wide range of methods, from structured inquiry through guided inquiry to open inquiry. An individual teacher’s
profile can be elucidated on the basis of this spectrum. In addition, we realised that teachers often encounter several difficulties
in implementing open dynamic inquiry: A dearth of teachers’ scientific knowledge, students’ lack of scientific knowledge and
skills, and a restrictive time-frame. This study suggests several areas which should be considered while implementing an on
going professional development support for teachers who are engaged in open inquiry teaching. 相似文献