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21.
Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and fifth-grade Hebrew speakers at an elementary school in Israel. Students were given morphological awareness tests and tests for word recognition and reading comprehension. Three types of morphological awareness were analyzed: inflection, derivation and construct formation. Overall, students with low morphological awareness in derivation and construct formation showed relatively poor achievement in word recognition and comprehension. All three types were found to correlate with reading comprehension in readers with high morphological awareness. These readers also exhibited good reading skills. The results are discussed with regard to the special characteristics of Hebrew morphology and reading process, which aid morphological decomposition. 相似文献
22.
Miri Barak Abeer Watted Hossam Haick 《Assessment & Evaluation in Higher Education》2020,45(2):212-223
AbstractThe goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the ‘innovative behavior scale’. A five-stage study was conducted among engineering students worldwide, who enrolled in a massive open online course in Nanotechnology and Nanosensors. Content validity was established by a panel of experts in engineering education. Construct validity was established through exploratory and confirmatory factor analysis, indicating a four-factor solution with 13 items loaded above critical level. Known-groups validity revealed differences among learners with distinct expertise. The scale’s stability across populations and over time was confirmed, providing there has been no intentional intervention. Finally, the scale’s concurrent validity was reinforced through data triangulation with actual practice - the fabrication of innovative nanosensors. 相似文献
23.
ABSTRACTThis study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. 相似文献
24.
Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed
a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face
classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate
students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study
examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated
that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b)
present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking. 相似文献
25.
This study examines the interaction between non-governmental organization (NGO), the Local Education Authority (LEA), and public schools in communities of different socioeconomic backgrounds in Israel. We characterize how schools serving more and less affluent communities create, cultivate, and preserve interactions with NGOs; how NGOs form, and sustain interactions with schools serving communities of different socioeconomic backgrounds; and how this process is maintained through LEA regulation. We show how school–NGO–LEA interaction is largely shaped by the affluence of respective schools’ communities within given educational settings. Analysis of interviews conducted with different stakeholders exposed two main themes: (1) the differing capabilities of various actors in this interaction to express agency; (2) the power relations between involved parties, whereby NGO and LEA impose a global agenda on local schools (particularly those serving less affluent communities) – occasionally in contrast to the needs as perceived by schools’ leaders. Our conclusions offer some insights into the nature and possible consequences of the interaction between third sector organizations and schools serving communities of diverse socioeconomic backgrounds. 相似文献
26.
This article describes a study conducted in Israel which focused on how learning industrial chemistry case studies affects
students' perceptions of their classroom learning environment and their interest in chemistry studies. The goal of the study
was to determine the effects of industrial case studies on students' perceptions of chemistry in general, and industrial chemistry
in particular. Information on students' perceptions was gathered from a learning environment inventory specifically developed
for this study. It was observed that industrial chemistry case studies helped in providing students with a relevant picture
of chemistry in general and their chemistry studies in particular. It was also found that teachers who had attended an intensive
training workshop were the most successful in presenting the relevance of chemistry in the case studies. These teachers also
were more successful in raising students' awareness of the social implications of chemistry studies. Furthermore, their students
had a better awareness of the contribution made by chemistry studies to their preparation as future citizens and for a possible
career in chemistry. These findings have important implications for any decisions about whether to make industrial chemistry
case studies obligatory for students who major in chemistry. There are further implications regarding the content and learning
strategies to be used for the professional development of science teachers in general and chemistry teachers in particular.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
27.
Miri Shonfeld Yoram Greenstein 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):214-234
This paper focuses on student attitudes about using a virtual world (VW) learning platform. VWs allow students to meet via avatars and experience events that simulate real social experiences. It can also enhance student motivation, learning and collaboration. However, studies have reported that many students and teachers find VW difficult to use, and thus, do not adopt it. The current study sought to examine preservice teachers' experiences in VW in a multiple-college course. The aims of the study were to focus on the possible difficulties and supporting factors affecting the present use of VW and identify factors affecting the future use of VW. Ninety-nine Jewish and Arab students from eight teachers' colleges in Israel who participated in a VW learning experience completed an online questionnaire, which included items relating to their experience with computer games, difficulties and level of satisfaction with the course. Computer-game experience, cultural background, technical difficulties and satisfaction with class management predicted the intention to use VW in the future. Possible practical and theoretical implications are discussed. 相似文献
28.
Miri Barak 《Journal of Science Education and Technology》2014,23(1):1-14
The goal of this study was to examine pre-service STEM teachers’ attitudes and perceptions about the effectiveness of various learning methods and, in specific, the use of information and communication technologies (ICTs) as means for enhancing progressive education. The study was conducted among two cohorts of pre-service STEM teachers (N = 103) in the years 2006 and 2012. The mixed method approach was used to compile data from two research tools: an attitudes questionnaire and reflective drawings. The findings of the first cohort indicated a conflict between the participants’ declared attitudes and their perceptions, suggesting a gap between their inclination to coincide with educational trends, and their actual views about the use of ICTs in the classrooms. The first cohort’s drawings illustrated ICTs as distractive technologies, ineffective tools for teaching and learning, impairing teachers’ authority, and distancing teachers and students from each other. Findings of the second cohort indicated that the gap between attitudes and perceptions was narrowed in such a way that preservice STEM teachers did not see ICTs as threatening, but they perceived them as instrumental for leveraging progressive education. 相似文献
29.
Miri Yemini Claire Maxwell Ma'ayan Mizrachi 《Globalisation, Societies & Education》2019,17(3):324-338
We examined the parental strategies of global middle class (GMC) parents currently living in Israel, and compared these to their local middle class (LMC) peers. Both groups of parents were focused on securing advantages for their children through education choices and practices of cultivation. The central difference between these two groups of middle class parents was the ways in which ‘mobile-mindedness’ was conceived of, and in turn shaped the future aspirations they held for their children. A second critical finding was that this group of GMC actively fostered strong relations to belonging to their ‘home’ nation, challenging the suggestion of rootless nomads found in the literature. We argue that the GMCs in our sample think locally in each place they settle in order to secure the educational advantage, but act globally with respect to their children’s prospective futures. Meanwhile, the LMCs think globally in terms of cultivating forms of capital to secure advantages for their children, but do so with a locally-informed frame of reference for their imagined futures. These conceptual insights into the lived narratives of the GMC have implications for the ways we come to understand this emerging middle class fraction, and should shape further research in this area. 相似文献
30.
This study comprises a comprehensive attempt to reveal the power relations and conflicting interests within the local–global nexus of the Israeli public education system. The perceptions of different stakeholders were explored, in regard to the implementation of the International Baccalaureate Diploma Program as an example of a globally oriented curriculum. Vignette scenarios and mixed methods were utilized in order to survey various stakeholders including parents, school principals, Education Ministry officials, academics, and educational entrepreneurs. Findings indicate that the Israeli education system is somewhat trapped between different and opposing pressures that force transformations in conflicting directions. The Israeli case may serve as a reference point for future research, advancing the study of power relations and tensions between different values and diverse stakeholders in modern education systems, especially within societies engaged in active conflict. 相似文献