Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation

Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high–school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant effects of culture, gender, and grade level were detected for all three dimensions. We suggest that differences stem from collectivist/individualist cultural orientations and girls' status aspirations. Thus, students' perceptions of teachers' desired characteristics have to be discussed in relation to their cultural background and schooling. A new lens for examining teaching of gifted students is offered, along with practical implications for teacher-certification programs.     

Effectiveness of the multidimensional curriculum model in developing higher-order thinking skills in elementary and secondary students

The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem-solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.     

From curriculum to practicum: Arab and Jewish trainees’ perceptions of college preparation for teaching

The current pilot study aimed to evaluate the perceptions of Arab and Jewish teacher trainees regarding the impact of variables on preparation for teaching. This study included 314 participating teacher trainees from two colleges in Israel. One hundred forty-eight (47.1%) of them studied in a Hebrew-speaking college and 166 (52.9%) students studied in an Arabic-speaking college. The questionnaire employed 66 items divided in ten variables: curriculum, lecturer quality, learning strategies, pedagogical instructor and mentor teacher, learning and social climate, ICT integration, college selection considerations, facilities, and practicum. Path Analysis findings indicated a direct impact of curriculum on practicum, while all mediating variables were influenced by curriculum, but did not influence practicum. Teacher trainees from both colleges perceived the pedagogical instructor and mentor teacher as the most significant factor connecting curriculum and practicum. In conclusion, findings may suggest the existence of a separation between curriculum and practicum, resulting in a large number of components of teacher education which do not advance teacher trainees in the field.     

Coping with teaching in innovative learning spaces: challenges,insights and practices

Learning Environments Research - The current study involved investigating elementary-and middle-school teachers' perceptions of teaching in Innovative Learning Spaces (ILS). ILS incorporating...