From marginalisation to integration: Arab-Palestinians in Israeli academia

The Arab-Palestinian minority in Israel, one-fifth of the country's population, has been underrepresented in Israeli institutions of higher education since the establishment of the state. This article focuses on the authors’ shared aim of promoting diversity and multiculturalism in institutions of higher education in Israel. It first introduces Arab marginalisation within Israeli society as a whole. Subsequently, it offers a critical overview of existing data and research on the challenges faced by young Arab-Palestinians in higher education institutions in Israel. Based on this indispensable analysis, which clearly shows the numerous obstacles that await Arab-Palestinians on their path to graduation, the article goes on to suggest some required changes. Presenting some useful policy transformations and courses of action, it subsequently introduces multicultural academia as a better conceptual and practical framework for achieving inclusive education.     

Critical Thinking Ability and Teacher Effectiveness

Research on teacher thinking in the last fifteen years supports the hypothesis that being an effective critical thinker (as defined by Ennis) would make a major contribution to being an effective teacher. Ennis’ conception of critical thinking incorporates various dispositions and abilities, while his Cornell Critical Thinking Test Level X provides a measure of four crucial abilites. The teacher thinking research suggests that each of these four abilities is central to effective teaching. The four abilities are: (1) inductive thinking; (2) judging credibility of observation reports; (3) deductive thinking; and (4) assumption identification. Research findings about teacher thinking fall into three main categories: (a) implicit theories; (b) planning and reflection; and (c) dilemmas and uncertainty.

The first half of the paper shows how a teacher's performance and capacity to deal effectively with (a)‐(c) depend significantly on using the abilities (1)‐(4). If this is so then highly effective teachers should score significantly better on Ennis’ Cornell Critical Thinking Test (Level X) than do teachers as a whole. Hence scores on this test for a large sample of vocational teachers were compared with the scores of vocational teachers whose teaching performance has been judged as excellent by their teacher educators. The second half of the paper reports and discusses the results of testing the hypothesis and the implications for teacher education.     

Know-How and Workplace Practical Judgement

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know‐how are criticised for shedding little light on this topic. The notion of tacit knowledge is also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement.     

An accurate VO2max nonexercise regression model for 18-65-year-old adults

The purpose of this study was to develop a regression equation to predict maximal oxygen uptake (VO2max) based on nonexercise (N-EX) data. All participants (N = 100), ages 18-65 years, successfully completed a maximal graded exercise test (GXT) to assess VO2max (M = 39.96 mL x kg(-1) x min(-1), SD = 9.54). The N-EX data collected just before the maximal GXT included the participant's age; gender; body mass index (BMI); perceived functional ability (PFA) to walk, jog, or run given distances; and current physical activity (PA-R) level. Multiple linear regression generated the following N-EX prediction equation (R = .93, SEE = 3.45 mL x kg(-1) x min(-1), % SEE = 8.62): VO2max (mL x kg(-1) x min(-1)) = 48.0730 + (6.1779 x gender; women = 0, men = 1) - (0. 2463 x age) - (0.6186 x BMI) + (0.7115 x PFA) + (0.6709 x PA-R). Cross validation using PRESS (predicted residual sum of squares) statistics revealed minimal shrinkage (R(p) = .91 and SEE(p) = 3.63 mL x kg(-1) x min(-1)); thus, this model should yield acceptable accuracy when applied to an independent sample of adults (ages 18-65 years) with a similar cardiorespiratory fitness level. Based on standardized beta-weights, the PFA variable (0.41) was the most effective at predicting VO2max followed by age (-0.34), gender (0.33), BMI (-0.27), and PA-R (0.16). This study provides a N-EX regression model that yields relatively accurate results and is a convenient way to predict VO2max in adult men and women.