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Toward an alternative evaluation policy for Kibbutz schools 总被引:1,自引:1,他引:0
Zvi Lavi 《Interchange》1982,13(1):92-96
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Zvi Lamm 《欧洲师范教育杂志》1986,9(3):233-245
After presenting the essential principles relevant to the education of teachers, according to which the Israeli educational system is organised, the article examines teacher education patterns in the various institutions in Israel. These are divided into institutions for the education of teachers in nursery schools and elementary schools run by the State, and schools of education in the universities which train teachers for secondary schools.
Ideological concepts divide the institutions of both kinds into those that train teachers for religious and non‐religious nursery schools and elementary schools.
The teacher training institutions in Israel (together with the whole educational system) have been immersed, during recent years, in a process of reform which reflects the changes that Israeli society has undergone since the establishment of the State. 相似文献
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Heather Talley Janice Cho Donald S. Strassberg 《American journal of sexuality education》2016,11(2):129-137
An inaccurate definition of what constitutes sex can negatively impact the sexual health and wellbeing of patients. This study aimed to determine which behaviors medical students consider to be sex. Survey questions about various sexual behaviors were administered to medical students. All participants agreed that penile-vaginal penetration is sex. More than 25% of participants did not consider genital-genital contact without penetration, oral-genital contact, foreign object in rectum, and forced vaginal/rectal penetration as sex. Nonheterosexuals were more likely to consider genital-genital contact without penetration sex. We determined there was less than complete consensus among future physicians on what activities are considered sex. 相似文献
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The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it sought to find an external way of representing how students organize their ideas about the human body system in their minds. We conducted a qualitative analysis of four concept maps created by each student throughout the 3-year learning process, which allowed us to identify that student’s systems thinking skills and the development of those skills over time. The improvement trajectories of the students were defined according to three central characteristics of complex systems: (a) hierarchy, (b) homeostasis and (c) dynamism. A comparative analysis of all of our students’ individual trajectories together revealed four typical learning patterns, each of which reflects a different form of development for systems thinking: “from the structure to the process level”, “from macro to micro level”, “from the cellular level to the organism level,” and “development in complexity of homeostasis mechanisms”. Despite their differences, each of these models developed over time from simpler structures, which evolved as they connected with more complex system aspects, and each indicates advancement in the student’s systems thinking. 相似文献
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Zvi Bekerman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,4(1):235-250
This paper addresses the complexities encountered by teachers and students when dealing with conflictual historical narratives
in the context of integrated bilingual schools in Israel. The narratives presented are based on rich ethnographic data gathered
from a long-standing research effort in the schools. They offer insights into how those involved in the educational initiative
draw selectively from formal and informal sources in order to support their identification and sense of belonging within their
particular political, national and religious communities. The vignettes rendered present a complex picture that is not necessarily
encouraging in terms of the potential of education to help overcome situations of intractable conflict. 相似文献
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This article describes a model for an interactive, introductory secondary‐ or tertiary‐level statistics course that is designed to develop students' statistical reasoning. This model is called a ‘Statistical Reasoning Learning Environment’ and is built on the constructivist theory of learning. 相似文献