The Development of Leadership among Chemistry Teachers in Israel

The implementation of new content and pedagogical standards in science education in Israel as well as in other countries necessitates intensive, life-long professional development of science teachers. Here we describe a model for the professional development of chemistry teacher-leaders. In the first part of the paper, we describe a model for the development and change of chemistry teacher-leaders. In the second part of the paper, we present the assessment of teachers' change. It is suggested, that in order to become a leader, the teacher has to undergo several interrelated phases of development and changes, namely personal, professional, and social. In order to attain these changes, a two-year program was designed in which teachers were given opportunities to develop their content knowledge, pedagogical content knowledge, and their leadership abilities and skills. The assessment of teachers' professional development clearly showed that engaging teachers in a long-term professional development program changed their beliefs (personal change) regarding their role as chemistry teachers in general and their confidence to become leaders in particular. In addition, we observed that the teachers changed in their professional abilities as well as in their social behavior. We also report on the involvement of the teacher-leaders in activities in which leadership skills were implemented in attempting to reform chemistry education in Israel.     

Research policy and the changing nature of Australia's universities

Two central features of Australian universities are a strong research base and a structural organisation which reflects a close relationship between teaching and research. Current policy deliberations have produced recommendations in the national interest for the future development of Australian university research which are incompatible with these two central features. The recommendations consolidate the recent trend towards greater centralisation, co-ordination, selectivity and concentration of university research and its funding. Although certain sectors of Australian university research will benefit from the changes, the recommendations reflect neither a longer term view of the total higher education system, nor a sufficient concern with preserving the excellent and productive qualities of the current system. Their implementation will mean the adoption of research goals inimical to the fundamental purposes of universities; a less flexible and more conservative research system; a re-orientation of the research role of universities so that it is less harmonious with their teaching role; and a potentially harmful differentiation of academic staff, subject areas and institutions. In responding to the new demands of government, universities face a challenge in preserving their current strengths and core functions.     

Longitudinal twin study of early reading development in three countries: Preliminary results

We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson, PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade, and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment on individual differences at and across different stages of development. Family and twin-specific environmental information is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects. A print knowledge composite showed both genetic and shared environment influence.     

Whispering in our Hearts: Speaking of another in changing schools

Beneath discussions about race and ethnic relations is an unease, ‘a whispering in our hearts’ these debates that need to be understood ‘otherwise’. In more recent times, they seem increasingly complex and dangerous as the essential differences that underpin modern notions of identity appear negotiated, contingent, and disjunctive. In this paper, I examine the ways in which teachers and parents in one Melbourne secondary school spoke about these notions in 1988 and 1998. Taking up suggestions in the postcolonial and race literatures, the article argues that the normalised notions which make up these conversations need to be made explicit, and the near silences that negotiate the parameters of these discussions should also be the focus of analysis. While at one level teachers and parents discussed their unease and their excitement about the ways their school had changed, their conversations remained underpinned by taken-for-granted understandings about the ways people belong differently within the school community.     

The Spectrum of Dynamic Inquiry Teaching Practices

The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program. The current qualitative research shows that facilitating students in a dynamic open inquiry process is multidimensional. Teaching practices cover a wide range of methods, from structured inquiry through guided inquiry to open inquiry. An individual teacher’s profile can be elucidated on the basis of this spectrum. In addition, we realised that teachers often encounter several difficulties in implementing open dynamic inquiry: A dearth of teachers’ scientific knowledge, students’ lack of scientific knowledge and skills, and a restrictive time-frame. This study suggests several areas which should be considered while implementing an on going professional development support for teachers who are engaged in open inquiry teaching.     

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 effects of civic education on political knowledge. A two year panel survey among Belgian adolescents

Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate whether civic education efforts at school contribute to political knowledge levels. The analysis is based on the Belgian Political Panel Survey, a 2 year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects at school contribute significantly to political knowledge levels 2 years later on. Furthermore, we can observe an interaction effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics, on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have strong cognitive effects, but that these effects are not always related to classical civic education efforts and we discussion the policy implication for civic education.     

Mentoring,Undergraduate Research,and Identity Development: A Conceptual Review and Research Agenda

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.