Search results for: Israel
Page 13/13 128 items
What can they say about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching
The article explores attitudes towards to standardized student feedback on the quality of the teaching in a teacher education college in Israel. The article describes the way teacher educators perceive student relating to the feedback the extent to which feedback is used for professional growth. Finding indicate that differences were found between the analyses of the quantitative and qualitative data. Teacher educators were much more critical when expressing their attitudes freely.
Updated: Sep. 11, 2008
This article examined the teachers' mental models, regarding minds and learning of young children from different culture backgrounds in Israel. 18 preschool teachers from classes consisting of 5 to 6 year olds were examined, as well as children from Ethiopian families. The study discovered a metacategory that did not exist in the original model: Culture.
Updated: Sep. 01, 2008
When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on their Own Classroom Discourse
This article explores the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. It engages in a foreign language pre-service teacher education in Israel, and a larger study abroad.
Updated: Jul. 30, 2008
The Perceived Significance of the Supervisor, the Assistant, and Parents for Career Development of Beginning Kindergarten Teachers
The study conducted in Israel, explores the beginner kindergarten teachers and their experiences and career issues. Based on semi-structures interviews, with 15 Israeli kindergarten teachers, the teachers' determinants factors were much similar to their counterparts in the school system, except for three parts: the assistant, the supervisor and the parents. Those where to have much influence, either positive or negative, on beginning kindergarten teachers’ task accomplishment, success and well-being.
Updated: Jun. 17, 2008
The study examines teachers' attitudes towards high achieving immigrant students. The study follows one teacher's work with highly motivated and academically successful immigrant children from the former Soviet Union. The study explores the teacher's experiences, communication communication patterns between the teachers and the students, and educational treatment of academic excellence.
Updated: Mar. 31, 2008
Model for teacher mentoring of poor and minority children: a case study of an urban Israeli school mentoring program
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Updated: Mar. 20, 2008
Involving Science Teachers in the Development and Implementation of Assessment Tools for “Science for All” Type Curricula
10 teachers from 10 high schools in Israel participated in an alternative assessment of a new high-school science curriculum. An evaluation study was conducted at the start of the workshop and at its completion to determine if the workshop goals were attained. Teachers felt more self-confident following the workshop, and students felt that their involvement in decisions improved their sense of responsibility for their achievement. In addition, the new interdisciplinary curriculum requires a professional development program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Updated: Feb. 19, 2008
Shaping A New Professional Identity by Building A New Personal Concept of Leadership through Action Research
The author of this article, who is the head of the Elementary School Department in a teacher education college, describes a study in which three action cycles were identified. The author changed from being a 'top-down' manager to working collaboratively with colleagues by relinquishing overall control. The author also changed her perception of leadership: from a transactional model through a transformational model to a distributed leadership.
Updated: Dec. 23, 2007