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Hanna Shachar 《Teaching and Teacher Education》1997,13(8):799-813
This study assessed teachers' satisfaction and dissatisfaction with their work, as well as their perceptions of the source of difficulties in teaching, as a function of their participation in an in-service instructional change project. A two-part questionnaire was administered to the teachers in the nine participating junior high schools both prior to the start of the project (n=393) and 2
years later (n=313). The first part obtained teachers' statements regarding their satisfaction or dissatisfaction with their work, while the second part asked about the sources of their difficulties in teaching heterogeneous classrooms. Analysis of the statements from part 1 revealed that teachers' satisfaction remained stable over the period of the study while their statements of dissatisfaction, referring primarily from their inability to reach their students and motivate them, declined significantly from the pretest to the post-test. The second part of the questionnaire found that teachers consider their pupils to constitute the main source of their difficulties in teaching rather than their training as teachers or the availability of the proper conditions. This factor declined considerably in salience over the period of the study, but nevertheless remained the most noteworthy source of difficulty, in the perception of these teachers. Results also reveal distinct differences between schools in teachers expression of satisfaction and dissatisfaction with their work. 相似文献
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Brecht Peleman Arianna Lazzari Irma Budginaitė Hanna Siarova Hanan Hauari Jan Peeters Claire Cameron 《European Journal of Education》2018,53(1):9-22
This article presents the findings of an analysis of the effects of CPD initiatives on the quality of the pedagogical practices of ECEC practitioners. It is part of a larger study commissioned by Eurofound and jointly conducted by VBJK, IOE and PPMI (Eurofound, 2015). In order to draw policy-relevant information that might support decision makers in designing effective ECEC policies in their countries, the study reviewed existing research evidence published on this topic not only in English, but also in all the languages currently in use in EU Member States. Therefore, it involved country experts from EU-28 Member States. The research question was framed by the political priorities identified by the Council Conclusions on Early Childhood Education and Care (EU Council, 2011). The systematic literature review methodology elaborated by the EPPI-Centre for informing evidence-based policies in the field of education and social sciences was adopted to review the evidence drawn from primary research studies cross-nationally. The study revealed that long-term CPD interventions integrated into practice, such as pedagogical guidance and coaching in reflection groups, proved to be effective not only in countries with a well-established system of ECEC provision and a high level of qualification requirements for the practitioners, but also in countries with poorly subsidised ECEC systems and low qualification requirements. CPD initiatives based on the active engagement of practitioners and on peer exchanges within a shared scientific framework, proved to be the most effective. 相似文献
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Helen Hanna 《Compare》2017,47(1):17-31
It has long been established that an effective citizenship education in a multicultural society must incorporate some exposure to a variety of views on different topics. However, the ability and willingness to deal with difference relating to controversial matters of national identity, narrative and conflict vary. This is not least the case in the ethno-nationally divided and conflict-affected jurisdictions of Northern Ireland and Israel. This article relates qualitative research conducted among students, teachers and policy-makers in these two jurisdictions that explores the area of dealing with difference within citizenship education. Using the starting point of a framework based on international law on education, the article goes on to consider how freedom of expression and non-discrimination are variously interpreted and balanced when exploring controversial issues in the classroom of a divided society. 相似文献
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Hanna Ayalon 《Higher Education》2007,54(6):885-905
The paper examines whether college application behavior assists members of privileged social groups to preserve their advantages
in diversified higher education systems. The study is based on a survey conducted in Israel in 1999 on a sample of 4,061 freshmen
in the research universities and the academic colleges, which are often perceived as the second tier of higher education.
The findings show that strategic application behavior helps less able children of academic parents to achieve the summit of
higher education: studying lucrative fields of study at the research universities. Mizrachim, the disadvantaged Jewish ethnic
group, are strategic when applying for lucrative fields of study, but it does not affect their actual enrollment. Strategic
application behavior helps Arabs, the most disadvantaged group in Israel, increase their odds of achieving the “worst” option,
studying non-lucrative fields in colleges. Talented women successfully practice strategic behavior when applying for lucrative
fields of study. The effects of strategic application behavior are, thus, mixed. It helps in preserving socio-economic and
ethnic inequalities, but also helps in reducing gender inequality among talented students.
相似文献
Hanna AyalonEmail: |
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Nonlinear system identification and prediction is a complex task, and often non-parametric models such as neural networks are used in place of intricate mathematics. To that cause, recently an improved approach to nonlinear system identification using neural networks was presented in Gupta and Sinha (J. Franklin Inst. 336 (1999) 721). Therein a learning algorithm was proposed in which both the slope of the activation function at a neuron, β, and the learning rate, η, were made adaptive. The proposed algorithm assumes that η and β are independent variables. Here, we show that the slope and the learning rate are not independent in a general dynamical neural nétwork, and this should be taken into account when designing a learning algorithm. Further, relationships between η and β are developed which helps reduce the number of degrees of freedom and computational complexity in an optimisation task of training a fully adaptive neural network. Simulation results based on Gupta and Sinha (1999) and the proposed approach support the analysis. 相似文献
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