Academic choices and motivation: Diverse groups in Israel

Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.     

The process of early self-control: an observational study in two- and three-year-olds

Metacognition and Learning - Early individual differences in self-control are predictive of numerous developmental outcomes, such as physical health and risk-taking behaviours. Therefore, it is...     

Proof and application

This paper outlines an epistemological conception which attempts to relate the formal aspects of mathematical proof to its pragmatic dimensions. In addition to the key concept of application, the paper makes use of several concepts from the domain of analytical philosophy, to present a view of proof that might best be categorized as a dialectical one. A number of implications for teaching are discussed.     

One Student at a Time: A Reflection of Support for a First-Year GSA Club and its Impact on Perceived Acceptance for LGBTQ Students

Despite gains in the LGBTQ community, many schools still feel cold and unwelcoming for LGBTQ youth. Identity development is important for adolescents, but LGBTQ students often see the ability to freely share their identity limited in public education. Providing a gay–straight alliance (GSA) club within the school has been shown to increase feeling of acceptance and well-being for LGBTQ students. This article looks at the history of GSA in education, the positive and negative outcomes of LGBTQ inclusion and the author's personal reflection of successes and challenges as a sponsor for a GSA club during its inception year.     

Are the Swedish Parish Examination Records A Unique Phenomenon?

This paper introduces the possibility of comparing Hungarian parish records to Swedish Parish Examination Records from an educational point of view. The focus is on a presentation of one particular document of a Hungarian Catholic priest in a small village from the early 19th century. The record keeps track of the reading and writing skills of parishioners. This pilot study aims to show that there might be similarities explored between the unique Swedish parish examination records of the Lutheran congregation and the Hungarian Catholic church archive sources, pointing out the common roots of the Christian teaching all across Europe.     

Quality of Teaching and Dropout Risk: A Multi-Level Analysis

The purpose of this study is to examine how the quality of teaching contributes to a sense of belonging and satisfaction, while considering students' personal and socioeconomic variables, in explaining the risk of dropping out of school. Two thousand, eight hundred and seventy 4th- to 9th-grade students from 105 classes in 18 schools participated in this research. A 3-level HLM6 analysis was performed: Students, classes, and schools. Findings showed the effect of the type of school (traditional vs. experimental) on the connections between quality of teaching and dropout risk; these connections are stronger in traditional schools. The conclusion was that quality of teaching plays an important role in decreasing the risk of dropout. Teaching quality has a significant effect on students' satisfaction and their sense of belonging, thereby affecting the risk of dropout.