Ransom Slavery along the Ottoman Borders: Early Fifteenth–Early Eighteenth Centuries     

Miri Shefer-Mossensohn 《Al-Masaq: Islam & the Medieval Mediterranean》2010,22(3):329-331

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As ‘process’ as it can get: students' understanding of biological processes     

Judith Barak  Beer Sheva  MalkA. Gorodetsky  Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292

Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested.  相似文献   

Projects in Technology Education and Fostering Learning: The Potential and Its Realization   总被引：1，自引：1，他引：0  

Moshe Barak  Ahron Shachar 《Journal of Science Education and Technology》2008,17(3):285-296

The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions: the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects. The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological classroom.  相似文献   

Mobilities of policy and mobile parents – creating a new dynamic in policy borrowing within state schooling     

Miri Yemini  Claire Maxwell 《Globalisation, Societies & Education》2021,19(1):70-80

ABSTRACT

In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space.  相似文献   

The plurality of the Global Middle Class(es) and their school choices – moving the ‘field’ forward empirically and theoretically     

Claire Maxwell  Miri Yemini  Aaron Koh  Ayman Agbaria 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):609-615

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New sources for improving instruction: The implicit skills study     

Barak Rosenshine  John Edmonds 《Journal of Personnel Evaluation in Education》1990,4(1):59-73

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Neoliberalism,internationalisation and higher education: connections,contradictions and alternatives     

Annette Bamberger  Paul Morris  Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):203-216

ABSTRACT

We explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they embody a complex entanglement of neoliberal categories and assumptions with other, primarily progressive humanitarian ideals. This framing of internationalisation has three affects. One, humanitarian ideals coupled with neoliberal categories normalise inequalities, turning internationalisation into a meritocratic global race, focusing on celebrating the possibility of the few who can achieve, instead of the embedded inequalities within the system, which disadvantage the many. Two, this allows neoliberal practices to be advanced through the discourse of internationalisation and its association with progressive humanitarian values. Three, this neoliberal framing does not explain the nature of internationalisation of HE in many nations; we demonstrate this by analysing internationalisation in China, Israel and Cuba. We suggest that internationalisation in HE cannot be adequately explained by analyses which rely on neoliberalism.  相似文献   

Who will teach an integrated program for science and technology in Israeli junior high schools?: A case study     

Moshe Barak  Shiri Pearlman‐Avnion 《科学教学研究杂志》1999,36(2):239-253

The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999  相似文献   

Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism     

Miri Barak 《Research in Science Education》2017,47(2):283-303

Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.  相似文献   

Israeli college students’ perceptions of internationalisation     

Miri Yemini  Vered Holzmann  Dalia Fadilla  Nazeh Natur  Anat Stavans 《International Studies in Sociology of Education》2013,23(3):304-323

In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universities aspire towards integration of international, global and intercultural dimensions as main aims of higher education, reflecting the upsurging prominence of cosmopolitan capital among their future graduates. Indeed, cosmopolitanism is increasingly considered desirable on individual and institutional levels. Using data from a student survey (n = 1650) gathered at seven geographically and otherwise diverse colleges in Israel, this paper investigates Israeli college students’ perceptions of internationalisation and estimation of their institutions’ internationalisation activities. Parents’ education, previous experiences abroad, proficiency in English and institutional efforts to internationalise were found to positively impact students’ perceptions of on-campus internationalisation initiatives and characteristics. Such differences were also found to relate to the university’s general status and context. This paper presents the findings of the survey and discusses possible implications for policy and practice at institutional and national levels.  相似文献