Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments

Educational technology research and development - Designers of educational modules for conceptual learning often rely on procedural frameworks to chart out interaction mechanics through which users...     

Exploring Israeli high school graduates’ explanations for the spread of the coronavirus

Educational Studies in Mathematics - The aim of this study is to explore Israeli high school graduates’ mathematical explanations for the spread of the coronavirus, given that the mathematics...     

The effects of feedback from students to university instructors: An experimental study

This article reports the results of an experimental study of the effects of students' evaluative feedback to university instructors. Data obtained indicated that feedback from students did not have any significant effects on the instructors' teaching performance and their perception of teaching. Some limitations of the study are discussed with suggestions for further exploration of the problem.     

Difficulties in improving medical education: A framework for analysis

This article provides a framework for analysis of the difficulties inherent in educational change. Examples are drawn from medical education to clarify the propositions. Implications for interventions are discussed briefly.     

Split up,but stay together: Collaboration and cooperation in mathematical problem solving

Instructional Science - Conditions under which group work leads to learning have been studied in collaborative settings. Little is known, however, about whether and how the interplay...     

Evaluation of university instructors in the United States: The context

This paper provides an overview of the context within which the teaching function in U.S. universities is carried out. It includes a conceptual scheme for the evaluation of instruction and suggests ways of analyzing evaluation in terms of (a) those components of the scheme which pertain to the instructor and his institutional context, and of (b) those which pertain to the institution and its societal context. The paper ends with advice for university administrators wishing to devise and implement evaluation for instructional improvement.Currently on leave as Visiting Senior Researcher, Ministry of Education, Jerusalem, Israel.     

Variability and stability in parent–child discourse during and following repeated shared book reading

Reading and Writing - Research on parent–child shared book reading (SBR) has focused primarily on a single reading of a book and on the reading of the text itself. Yet parents often...     

Retilting the Playing Field: Emerging Assumptions About How to Engage Jewish Teens Today

ABSTRACT

This paper is a first effort to systematically document programmatic interventions in five of the ten communities participating in The Jewish Teen Education & Engagement Funder Collaborative, a joint philanthropic effort launched in 2013. The paper identifies patterns and trends reflected in the programmatic choices made by each community. It then makes explicit five assumptions that underpin these choices and reflects on what they imply for further teen education and engagement efforts. These assumptions, as elaborated in the paper, are identified as: (1) “every body counts;” (2) “breaking down the silos;” (3) “integrating curation and innovation;” (4) “tapping Israel;” and (5) “searching for blue ocean.”