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1
Cohen, Erez, and Nitza Davidovitch. "The Development of Online Learning in Israeli Higher Education." Journal of Education and Learning 9, no. 5 (July 15, 2020): 15. http://dx.doi.org/10.5539/jel.v9n5p15.
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The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.
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Davidovitch, Nitza, and Erez Cohen. "Effective Regulation of the Israeli Higher Education System in the Global and Neoliberal Era." Higher Education Studies 11, no. 3 (June 8, 2021): 21. http://dx.doi.org/10.5539/hes.v11n3p21.
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For over six decades Israel’s system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study.
The study examines the CHE’s management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society.
The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel’s system of higher education from politics and bureaucracy.
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Postareff, Liisa, Sari Lindblom-Ylänne, and Anne Nevgi. "A follow-up study of the effect of pedagogical training on teaching in higher education." Higher Education 56, no. 1 (August 13, 2007): 29–43. http://dx.doi.org/10.1007/s10734-007-9087-z.
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Van Puyvelde, Damien, James J. Wirtz, Jean-Vincent Holeindre, Benjamin Oudet, Uri Bar-Joseph, Ken Kotani, Florina Cristiana Matei, and Antonio M. Díaz Fernández. "Comparing National Approaches to the Study of Intelligence." International Studies Perspectives 21, no. 3 (February 3, 2020): 298–337. http://dx.doi.org/10.1093/isp/ekz031.
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Abstract This forum compares and contrasts national experiences in the development of intelligence studies from the perspective of seven countries: France, Japan, Israel, Romania, Spain, the United Kingdom, and the United States. The discussion is structured around a comparative framework that emphasizes five core dimensions that, we posit, are essential to the emergence of this subfield: access to relevant government information, institutionalization of research on intelligence and security in a higher education setting, periodic scientific meetings and networks, teaching and learning opportunities, and engagement between researchers and practitioners. The forum demonstrates how researchers working in different contexts and disciplines have overcome similar challenges to broaden our understanding of secret government practices.
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Degani, Gad, Dan Levanon, and Gregory Yom Din. "Academic Research, Higher Education, and Peripheral Development: The Case of Israel." Economies 9, no. 3 (August 27, 2021): 121. http://dx.doi.org/10.3390/economies9030121.
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The aims of this study are to identify possible socioeconomic impacts of MIGAL (Galilee Research Institute) and TH (Tel Hai Academic College) on the peripheral northeast’s development. We discuss the effects of academic research and institutions of higher education on mitigating differences between the center and the periphery of the country. MIGAL is a regional R&D center in the northeast peripheral region of Israel. An internationally recognized applied research institute, MIGAL specializes in biotechnology, computational sciences, plant sciences, precision agriculture, and environmental sciences, as well as food, nutrition, and health. Most of MIGAL’s researchers serve as the core faculty at TH. Despite the country’s small surface area, socioeconomic inequality in Israel is high by OECD standards, with wage differences between rich and poor regions reaching up to 400%. In this article, a new type of dataset for the study of the socioeconomic impact of academic research and higher education on peripheral development is proposed—the regional socioeconomic indices (SEIs). Data for MIGAL, TH, and the northeastern peripheral region were collected from the yearly reports of the two institutions and the Israel Central Bureau of Statistics. MIGAL was found to serve as a link between research, academic teaching, and socioeconomic development in the northeast periphery. Several variables related to this link and describing MIGAL–TH and northeastern periphery development were analyzed over time: MIGAL’s budget, total number of employees and number of employees with PhDs; number of TH graduate students; and the socioeconomic index (SEI) of the northeastern periphery and its position on the Israeli list of regional SEIs. The signs and significance levels of most of the trends indicate a potential socioeconomic impact of academic research and higher education on peripheral development in the northeast of the country. Research budgets and the creation of jobs for academics living in the region are just a few examples of this impact. The results of the study are useful for academics and policymakers in improvement of the contribution of academic research and higher education to the country’s economic and innovation development.
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Chen, Qianyi, and John L. Yeager. "Comparative study of faculty evaluation of teaching practice between Chinese and U.S. Institutions of higher education." Frontiers of Education in China 6, no. 2 (May 19, 2011): 200–226. http://dx.doi.org/10.1007/s11516-011-0129-z.
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Arar, Khalid, and Ruth Abramovitz. "Teacher-related factors in assimilation of technological change in schools." International Journal of Educational Management 31, no. 6 (August 14, 2017): 766–79. http://dx.doi.org/10.1108/ijem-03-2016-0057.
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Purpose The purpose of this paper is to explore teachers’ attitudes toward the implementation of new computer technology to improve teaching and learning products at a private Arab school in Israel. Specifically, the aim was to individuate teachers’ factors associated with higher productivity of this technological change. Design/methodology/approach The research used the mixed-methods approach to enrich the data derived from a case study. It employed a questionnaire of 81 items administered among 55 teachers and in-depth interviews with both teachers and senior management team members at one private Arab school in Israel. Findings Results show some features that characterize the teachers who rated the productivity of this new management change highly. Those teachers tend to have high expectations of the change and to view the change implementation process favorably. Teachers with such characteristics tend to be female teachers. The influence of teachers’ education was latent. Their teaching experience influenced only their expectations and views of the process, but not their perceptions of the change products. Research limitations/implications The paper focused only on one private school known for its excellence and teaching staff, and thus may not apply to the entire Arab education system in Israel. Nevertheless, the findings indicate how to increase teaching productivity when planning the management of technological change for increased teaching benefits in schools with similar characteristics. Originality/value This paper explored a case in which technological change was implemented through a careful process of management planning, in order to facilitate the construction of a model of indicators to facilitate change.
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Aflalo, Ester. "Question Generation as a Strategy for Advancing Intermediate- and Low-Achieving Students in Higher Education." International Research in Higher Education 5, no. 4 (January 13, 2021): 14. http://dx.doi.org/10.5430/irhe.v5n4p14.
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Student question generation (SQG) is a teaching and learning strategy that promotes higher-order cognitive skills. The purpose of this study is to determine which students gain the most from SQG activities: Is it mainly those with strong academic achievements? The study took place over the course of six years, during which 171 preservice teachers in Israel generated, answered, and peer-evaluated questions at higher and lower orders of thinking. When their exam grades before and after the SQG intervention were checked, the intermediate- and low-achieving students showed the most significant improvement. These findings could contribute to a reassessment of commonly held attitudes about the ostensible inability of underachieving students to engage in higher-order thinking tasks.
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Magen- Nagar, Noga, and Ditza Maskit. "Integrating ICT in Teacher Colleges - A Change Process." Journal of Information Technology Education: Research 15 (2016): 211–32. http://dx.doi.org/10.28945/3512.
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The National Israeli Information and Communication Technology (ICT) Program that called for the “adaption of the educational system to the 21st century”, has been implemented in Israel since 2010. The program’s purpose intended to introduce an ‘ICT culture’ in the educational system – pre-schools and lower-level schools, as well as in higher education institutions, including teachers colleges. Following this call, the current study is aimed at examining the integration of ICT in a teaching training college in the north of Israel, in the context of a technological-pedagogic setting, the ICT culture in the college, and how educators’ metaphorical sensations contribute to their use of ICT tools and to student training in an ICT environment. The second aim of the research was to identify the operating factors in the course of educators’ professional development that impact on the integration of advanced technologies in teaching. This mixed-methods study involved 120 educators. Through structural equation modelling, the findings show that educators’ familiarity and mastery of ICT tools influence use for teaching purposes, more so than personal feelings, the ICT culture, and the availability of the tools. Findings emphasize the need for promoting the integration of technology in teachers colleges as a learning organization, from a systemic view, which emphasizes the teacher educator’s personal-professional development.
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Davidovitch, Nitza, Alona Ponomaryova, Hana Gendel Guterman, and Yair Shapira. "The Test of Accessibility of Higher Education in Israel: Instructors’ Attitudes toward High-Functioning Autistic Spectrum Students." International Journal of Higher Education 8, no. 2 (April 17, 2019): 49. http://dx.doi.org/10.5430/ijhe.v8n2p49.
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This study deals with a case study of a program that integrates high-functioning autistic spectrum students in Israeli academia. The case study focuses on the attitudes of students and faculty towards high-functioning autistic spectrum (HFA) students, aiming to examine their contribution to the integration of HFA students in academia, with regard to the academic-social climate and their perceived self-efficacy. The case study may serve academic institutions as a model for the adjustment and integration of autistic spectrum students, with the inclusion of academic and administrative elements. The study is based on mixed methods methodology, utilizing both qualitative and quantitative research methods. Five hundred twenty six students, 103 faculty, as well as 30 students with ASD (autism spectrum disorder) and 27 mentoring students participating in the program, were asked to complete a quantitative research questionnaire. The research findings show that the integration of HFA students in academic studies is potentially possible, predicated on awareness among faculty and students as to the nature of the disability. Variables with high significance for the program's success were detected, involving teaching tools, institutional support, and a tolerant academic-social climate. The research findings indicate that with regard to nearly all the variables the faculty have the highest awareness of and sensitivity to integrating HFA students in academic studies. The literature review, as well as the findings of the current study, support the integration of people with HFA in various institutions and confirm the conditions for this success: institutional and social motivation together with a tolerant atmosphere.
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Davidovitch, Nitza, and Eran Druckman. "UTILIZATION OF LEISURE TIME AND ACADEMIC CAREERS: A MULTIDISCIPLINARY GENDER PERSPECTIVE." Problems of Education in the 21st Century 75, no. 5 (October 25, 2017): 452–66. http://dx.doi.org/10.33225/pec/17.75.452.
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This research focuses on the advancement of women in academia from an interdisciplinary perspective. It examines the leisure activities of faculty from various departments from a gender-based point of view, with regard to the association between time devoted to research and teaching and time devoted to family and social life. In addition, other possible correlations between academic output (number of articles per year, number of conferences attended, research grants submitted, teaching feedback scores) and personal background data (marital status, size of family, age, country of birth, and ethnicity) were also explored. Many studies have dealt with the "glass ceiling" encountered by women in academia. The following case study is the first to explore performance measures of personnel at an academic institution in Israel from a gender perspective, in light of their leisure choices. The point of departure guiding the researchers was that the representation of women in academic personnel, including their research and teaching output, has a significance and influence on the system of higher education and, both in Israel and internationally. The research findings might help identify and develop interventions for utilization of time, with the goal of increasing academic output. Keywords: academic careers, academic output, gender perspective, leisure activities, social life.
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Zeid, Hanan Abu, Nabil Assadi, and Tareq Murad. "The Effect of Junior High School Teachers' Motivation and Willingness to Change on the Diversity of Their Teaching Methods." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1160. http://dx.doi.org/10.17507/tpls.0712.02.
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This study attempts examine the influence of motivation and willingness of teachers to change on the diversity of teaching methods. The research question is: What is the influence of junior school teachers' motivations and willingness to change on the diversity of their teaching instructions? The participants of the study are 50 English teachers of Junior High Schools in Northern Israel. The research instruments were three questionnaires. The research’s findings revealed a significant influence of English teachers of Junior High Schools willingness to change on the diversity of teaching methods; the higher the willingness to change, the diversity in teaching modes increases. Another significant effect was also found between the level of teaching motivation and diversity of teaching methods; teachers with high motivation level reported diversification in teaching methods. A final significant effect of level of general motivation and willingness for change was also found; the willingness for change among teachers of high motivation increased. The main research conclusion is that willingness to change, which is connected to motivation, influences the diversity of teaching methods. Therefore, in order to assimilate changes in teachers’ working modes, like diversifying their teaching methods or in any other way, there is a need to encourage and nurture their motivation.
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Skakalska, Iryna. "Innovative Approaches to Teaching Archeology in Higher School." Universum Historiae et Archeologiae 3, no. 1 (December 6, 2020): 177. http://dx.doi.org/10.15421/26200115.
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The aim of the article is to characterize the key innovative approaches to teaching archeology in higher education institutions on the basis of modern methods of forming competencies in students and the experience of their own scientific and pedagogical activity. Research methods: generalizing, problematic, interactive, empirical, modeling, system-structural methods and the case method. The main results. The history of archaeological researches of Kremenets region is analyzed and theoretical and scientific-methodical substantiation of their practical application is made. In particular, archaeological finds of O. Tsynkalovskyi, Yu. Shumovskyi, excavations on the mountain of Kulychivka and others are analyzed. The appropriateness of conducting classes in the archeology department of the local lore museum is motivated. Some key innovations in archeology teaching and competence formation in higher education applicants are identified: problematic lectures, small group work, workshops, various effective tools for visualization and organization of knowledge, etc. The variants of use of intellect maps for archeological cultures and application of the method of mind-mapping are offered. It is shown how a student-centered approach is implemented in the educational process and what forms and methods of teaching are appropriate to it. Effective methods of organizing and controlling students’ independent work while studying archeology issues are proposed. The emphasis is placed on the importance of soft skills competency formation for the teacher’s future activities. The importance of archeological practice for professional competencies’ formation in students is outlined. The formation process of programmatic learning results is monitored. Brief conclusions. The importance of mastering modern advanced learning technologies as a tool for forming the competencies of specialists is emphasized. The role of the teacher as a facilitator, which stimulates the student’s independent work and shapes his competences, is highlighted. The importance of digital technologies in project creation and students’ creative tasks is shown. Practical importance. The results are recommended for use in the study and teaching of the course “Archeology” in universities, for development of cultural and educational projects for young people in order to promote historical and archeological sights. The originality is that the publication discloses the author’s experience of teaching archeology to students of the specialty “History”. Teaching features for Generation Z are considered. Scientific novelty. The most effective innovative methods and methods of teaching archeology using a student-centered approach are formulated. The article type: theoretical-applied.
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Gero, Aharon, and Wishah Zoabi. "Animation-Based Teaching of Semiconductor Devices: Long-Term Improvement in Students’ Achievements in a Two-Year College." International Journal of Engineering Pedagogy (iJEP) 5, no. 1 (February 11, 2015): 42. http://dx.doi.org/10.3991/ijep.v5i1.4182.
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The structure and operating principle of semiconductor devices are a central topic in teaching electronics, both in universities and in two-year colleges. Teachers teaching this subject normally run into substantial difficulties stemming from the fact that a major part of the concepts and processes that are relevant to understanding these devices are abstract. In light of the advantages of multimedia in illustrating dynamic processes, the chapter covering the field effect transistor (FET) has recently been taught through animation at a two-year college in Israel. The study presented here has examined, through quantitative tools, whether animation-based teaching of the FET had any effect on students’ achievements in the subject of basic electronic devices. Forty electronics students have participated in the study. Its findings indicate that in the short and long term alike, the achievements of students who studied the transistor through animation were significantly higher than those of their peers who studied it through a traditional method. Additionally, the effect size was very large.
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Sover, Arie, and Giohgah Nur El Din. "The relation between teaching the Arabic language using humour and reading comprehension at Elementary School in the Arab Sector in Israel." European Journal of Humour Research 6, no. 3 (November 13, 2018): 94. http://dx.doi.org/10.7592/ejhr2018.6.3.sover.
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This research examines the extent to which the integration of humorous literary texts in teaching the Arabic language affects achievement in reading comprehension among Grade 4 pupils in the Arab sector in Israel. This research is the first one in the field. Research on the integration of humour in the study of Arabic language as first language does not exist so far. There are very few studies dealing with the integration of humour in the learning process of Arabic as a second language (only three were found). Hence, there are no studies dealing with the integration of humour in the educational field in the Israeli Arab sector. The research took place in one school in the Bedouin sector in the South of Israel. It was based on one experimental class and one control class The study examined the level of the pupils’ knowledge in all components of comprehension: explicit and implicit content, interpretation and integration, evaluating texts and drawing conclusions. The experimental classes studied six humorous stories whereas the control classes studied six stories without humour. The results of the experiment show that the achievements of pupils who learned comprehension using humorous stories was much higher than those in the control classes. In addition, a more positive learning environment was reported in the experimental classes.
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Davidovitch, Nitza, and Eyal Eckhaus. "lecturer as supervisor." Laplage em Revista 7, no. 1 (December 14, 2020): 133–41. http://dx.doi.org/10.24115/s2446-6220202171278p.133-141.
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This case analysis of supervision outcomes as part of the performance measures of academic faculty is based on a case study of senior faculty at a university in Israel. This is a pioneer study in exploring measures of research outcomes within teaching, i.e., supervision for research purposes. The assumption is that academic teaching consists of guiding students to research, discover, and innovate. The researchers’ point of departure is that these outcomes of the supervisory work have meaning for and impact on the research disciplines in academic institutions in particular and in academia in general. We employed a mixed methods research. Exploratory Factor Analysis (EFA) followed by Structural Equation Analysis (SEM) for goodness of fit. Findings indicate a positive correlation between methods for assessing ability and supervision outcomes, such that the greater the use of methods for assessing ability the higher the supervision outcomes over the years. Practical implications are discussed.
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Vizcaya-Moreno, M. Flores, and Rosa M. Pérez-Cañaveras. "Social Media Used and Teaching Methods Preferred by Generation Z Students in the Nursing Clinical Learning Environment: A Cross-Sectional Research Study." International Journal of Environmental Research and Public Health 17, no. 21 (November 9, 2020): 8267. http://dx.doi.org/10.3390/ijerph17218267.
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Generation Z nursing students have a distinctive combination of attitudes, beliefs, social norms, and behaviors that will modify education and the nursing profession. This cross-sectional research study aimed to explore the social media use and characteristics of Generation Z in nursing students and to identify what were the most useful and preferred teaching methods during clinical training. Participants were Generation Z nursing degree students from a Spanish Higher Education Institution. A 41-item survey was developed and validated by an expert panel. The consecutive sample consisted of 120 students. Participants used social media for an average of 1.37 h (SD = 1.15) for clinical learning. They preferred, as teaching methods, linking mentorship learning to clinical experiences (x¯ = 3.51, SD = 0.88), online tutorials or videos (x¯ = 3.22, SD = 0.78), interactive gaming (x¯ = 3.09, SD = 1.14), and virtual learning environments (x¯ = 3, SD = 1.05). Regarding generational characteristics, the majority either strongly agreed or agreed with being high consumers of technology and cravers of the digital world (90.1%, n = 108 and 80%, n = 96). The authors consider it essential to expand our knowledge about the usefulness or possible use of teaching methods during clinical learning, which is essential at this moment because of the rapidly changing situation due to the Covid-19 pandemic.
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Freund, Anat, Ayala Cohen, Edith Blit-Cohen, and Nicole Dehan. "Professional socialization and commitment to the profession in social work students: A longitudinal study exploring the effect of attitudes, perception of the profession, teaching, training, and supervision." Journal of Social Work 17, no. 6 (June 3, 2016): 635–58. http://dx.doi.org/10.1177/1468017316651991.
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Summary The article attempts to characterize social work students in higher education institutes in Israel, regarding professional socialization and the development of commitment to the profession during their BA (undergraduate) studies, lasting three years. This longitudinal study included a sample of 450 students in four social work schools. Data was gathered throughout four time periods: during the first two weeks of the academic year and at the end of each academic year. Findings Students, during the first academic year, harbor certain misconceptions about the profession, leading to a sharp decrease in their commitment to the profession. However, it seems that supervisors, teachers and decisionmakers in social work schools somehow manage to bring the fantasies entertained by students at the beginning of their studies into line with reality, leading to both higher and stronger commitment to the profession by the time they complete their BA degree. Applications The article discusses the findings and their implications on the social work profession, in general, and on social work training, in particular, regarding the development of commitment to the profession over the years.
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Eckhaus, Eyal, and Nitza Davidovitch. "Achievements in Research and Teaching—Investigating the Effect of Age and Gender." Journal of Education and Learning 9, no. 6 (November 23, 2020): 121. http://dx.doi.org/10.5539/jel.v9n6p121.
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Purpose. This study deals with the research and teaching achievements of faculty members as affected by demographics. The topic of age of employment, as well as age of retirement, is one that occupies modern society, both in research and with regard to the significance of age for the labor world in practice. Gender-related differences regarding this issue have occupied the academic literature as well. In the current study we examined the impact of age and gender on research output (by number of citations) and satisfaction with teaching (by student survey scores).
Method. Empirical data on article citations and teaching surveys were gathered for 315 senior faculty members at Ariel University, Israel. Structural equation modeling was used to test the model’s goodness-of-fit. Findings indicate that the higher the age of the faculty members the greater their output. The opposite is true of teaching surveys. Age appears to contribute to the number of article citations and less so to students’ satisfaction with the teaching of senior faculty members. A sensitivity analysis was also performed. Men were found to have a higher number of citations than women.
Results and discussion. The research findings have practical meaning. The achievements of academic faculty members are undoubtedly age-dependent: seniority and experience contribute to research (number of citations) and do not contribute to teaching as measured by student satisfaction. The question is whether in the modern era, when quality of life and life expectancy are on the rise, there is room to breach the employment age limitations in academia, particularly for high academic producers, in light of their achievements.
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Collado-Valero, Joshua, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, and Rocío Lavigne-Cerván. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10 (May 11, 2021): 5336. http://dx.doi.org/10.3390/su13105336.
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Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.
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Kheir-Faddul, Nabila, and Doina Dănăiaţă. "The Influence of Leadership Style on Teachers' Job Motivation and Satisfaction in the Druze Sector of Israel." Timisoara Journal of Economics and Business 12, no. 1 (June 1, 2019): 17–42. http://dx.doi.org/10.2478/tjeb-2019-0002.
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Abstract The present study examines the dominant leadership style of Junior-High school principals in the Druze sector in northern Israel and its influence on teachers' job motivation and satisfaction. A quantitative research based on questionnaires for the teachers was conducted in nine schools. For this purpose, the shortened form of “The Multi-Factor Leadership Questionnaire”, the “Teacher Motivation Questionnaire”, and five questions which check teachers’ job satisfaction were chosen. 224 teachers filled in the questionnaires. Research findings show that the teachers who filled the questionnaires are motivated and satisfied, the transformational leadership style is the most dominant leadership style in the schools; there is a significant positive correlation between transformational leadership style and teacher's job motivation and job satisfaction. Teachers who are part of the management staff are significantly more satisfied with their jobs than teachers who are not. There is a significant difference between the age groups and females on laisser-faire leadership style. Teachers who have been teaching more than 51 years, and are males perceive their principals more laisser-faire than teachers who have been teaching between 31-40 years and are females. The results of this research can be beneficial for the schools. They provide a clear picture to the principals and the teachers. It may strengthen and urge them to set higher goals and visions.
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Uche, CM, and C. Okata Fanny. "Educational Ergonomics in Higher Education Institutions in Nigeria." Makerere Journal of Higher Education 7, no. 2 (May 13, 2016): 133–46. http://dx.doi.org/10.4314/majohe.v7i2.9.
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This study focused on investigating the ergonomics and ergonomic considerations of learning environments of higher education institutions (HEIs) in Nigeria. It adopted a descriptive survey design. Population of study comprised all the three universities in Rivers State and a total of 136 lecturers, 230 students and 6 staff of works departments constituted the sample. Four research questions and one hypothesis guided the study. Data was collected using a researcher-constructed questionnaire entitled Educational Ergonomics in Higher Institutions questionnaire (EEIHIQ). An observation checklist and interview schedules were also used. The instrument was validated by experts and its reliability index was established at .75 index using Pearson Moment correlation coefficient. Mean scores were used to answer the research questions while the z–test was used to test the hypotheses at the .05 level of significance. The findings were that school buildings and other teaching and learning facilities in the universities are ergonomically below standard and unsafe. Recommendations towards improvement are made.Keywords: Physical facilities planning; Ergonomics; Quality assurance
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Feldman-Maggor, Yael, Amira Rom, and Inbal Tuvi-Arad. "Integration of open educational resources in undergraduate chemistry teaching – a mapping tool and lecturers' considerations." Chemistry Education Research and Practice 17, no. 2 (2016): 283–95. http://dx.doi.org/10.1039/c5rp00184f.
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This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models and learning theories. These improvements strengthen the need for up-to-date evaluation tools for educational websites. Building on existing taxonomies, a set of new criteria for the evaluation of online learning materials was developed and used to analyze 100 websites directed towards teaching chemistry. In addition, a questionnaire was circulated among 100 chemistry lecturers from various higher education institutions in Israel, 66 of whom responded. Subsequently, interviews were conducted with 17 of the questionnaire respondents. Our findings demonstrate that most of the chemistry lecturers who were interviewed integrate innovative learning materials such as simulations, videos and exercises found online in their teaching, but do not use web 2.0 that enables content sharing and collaborative learning. With respect to the selection of web-based learning materials, we found that the lecturers interviewed tended to select OER intuitively, mainly considering the reliability of information, pedagogical issues and the visual contribution, while paying less attention to collaborative learning and content sharing.
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Verma, Chaman, Sanjay Dahiya, and Yogesh Kumar Sharma. "An Empirical Study of Outlook difference among Indian Students towards ICT for Demography and Educational Standards." International Journal of Engineering Technology and Sciences 3, no. 2 (December 30, 2016): 54–63. http://dx.doi.org/10.15282/ijets.6.2016.1.8.1058.
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Information and communication technology (ICT) is major backbone of Indian education system. Now days, the higher educational Institutions are using ICT based teaching and learning. Many of researchers, educators and students from the world are adapting sharply ICT in their educational life. Indian students have variety of thoughts towards ICT usage in their education. We have tried to explore the outlook difference among Indian students receiving higher education in Universities. More than five hundred students from six Universities located in Haryana and Punjab have participated in this study. This article is focusing on to find outlook difference among students towards ICT in relation to their locality and level of study. The statistically test like Z-test and T-test proves that educational standard and demography of students did not affect the outlook towards ICT awareness in higher education. This paper will support to investigators over the globe those are conducting their research on ICT awareness in higher educational institutions.
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Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.
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Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.
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van der Wal, Nathalie J., Arthur Bakker, and Paul Drijvers. "Teaching strategies to foster techno-mathematical literacies in an innovative mathematics course for future engineers." ZDM 51, no. 6 (September 26, 2019): 885–97. http://dx.doi.org/10.1007/s11858-019-01095-z.
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Abstract The workplace practices of engineers have changed due to the ubiquity of digital technology. So-called techno-mathematical literacies (TmL), seen as a domain specification of 21st-century skills, are essential for future engineers. How these TmL can be fostered in their education, however, is still unclear. To address this issue, we conducted a design study in which we developed a course in applied mathematics for higher technical professional education with TmL as central learning goals. This paper describes the design and implementation of the course in a first design cycle with 59 chemistry students. We focus on the teaching strategies that the lecturer used to stimulate the development of students’ TmL. In classroom discussions, in the so-called feedback hours on which students’ collaborative work on TmL was centered, context-based cases were discussed. Results include didactical, process, and inquiry-based learning strategies used by the lecturer.
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Poláková and Klímová. "Mobile Technology and Generation Z in the English Language Classroom – A Preliminary Study." Education Sciences 9, no. 3 (July 31, 2019): 203. http://dx.doi.org/10.3390/educsci9030203.
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Every generation of students has different characteristics that reflect the conditions of the time period they were growing in. It is important for educators from all fields of study, especially English language teachers, to understand the generational differences and the learning preferences of students in order to create productive learning environments. In today’s technology driven era, students have different learning needs in comparison with their predecessors. To enhance language learning in the new generation, it is recommended to use mobile technology in class. Mobile devices and applications offer a wide range of activities that support language learning. The aim of this study was to discover if the students using mobile devices in the class got higher scores in tests than the students using traditional methods. The methods included pre- and post-tests, as well as a questionnaire survey. The results of this study reveal that the use of a mobile application had a positive effect on students’ achievement results as far as the vocabulary learning was concerned. The students using the app seemed to retain more words than the students in the control group. Furthermore, the results of the questionnaire showed that using the app was more enjoyable for students than the traditional teaching methods. In addition, it contributed to collaborative learning. However, the results also indicate that being a Generation Z student does not make him/her automatically interested in using mobile applications in the process of language acquisition. Considering the small number of participants, further studies are planned to confirm the results from the current preliminary study.
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Wright, Angela M., Debora Smith, Bakula Dhurandhar, Todd Fairley, Miriam Scheiber-Pacht, Subhendu Chakraborty, Blythe K. Gorman, Dina Mody, and Donna M. Coffey. "Digital Slide Imaging in Cervicovaginal Cytology: A Pilot Study." Archives of Pathology & Laboratory Medicine 137, no. 5 (September 12, 2012): 618–24. http://dx.doi.org/10.5858/arpa.2012-0430-oa.
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Context.—Digital whole slide imaging is the anticipated future of anatomic pathology, where sign-out of glass slides will be replaced by scanned images. Whole slide imaging has been successfully used in surgical pathology, but its usefulness and clinical application have been limited in cytology for several reasons, including lack of availability of z-axis depth focusing and large file size. Recently, several systems have become available in the United States for whole slide imaging with z-axis technology. Objective.—To determine the accuracy and efficiency of whole slide imaging, as compared with traditional glass slides, for use in cervicovaginal diagnostic cytology. Design.—Eleven cervicovaginal cytology cases (ThinPrep and SurePath) scanned at ×20, ×40, and ×40 z-stack magnifications using the BioImagene iScan Coreo Au 3.0 scanner were evaluated by 4 cytotechnologists and 3 pathologists in a blinded study. Different magnification scans were recorded as separate cases and presented in a randomized sequence. Corresponding glass slides were also reviewed. For each case, the diagnoses and total time to reach each diagnosis were recorded. Results.—Diagnostic accuracy was higher and average time per case was lower with glass slides as compared with all digital images. Among the digital images, the ×40 or ×40 z-stack had the highest diagnostic accuracy and lowest interpretation time. Conclusions.—Whole slide imaging is a viable option for the purposes of teaching and consultations, and as a means of archiving cases. However, considering the large file size and total time to reach diagnosis on digital images, whole slide imaging is not yet ready for daily cervicovaginal diagnostic cytology screening use.
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Miettinen, Laura, Claudia Gluschankof, Sidsel Karlsen, and Heidi Westerlund. "Initiating mobilizing networks: Mapping intercultural competences in two music teacher programmes in Israel and Finland." Research Studies in Music Education 40, no. 1 (April 9, 2018): 67–88. http://dx.doi.org/10.1177/1321103x18757713.
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Societies worldwide are becoming more aware of the educational challenges that come with increased cultural diversity derived from ethnic, linguistic, religious, socioeconomic and educational differences and their intersections. In many countries, teacher education programmes are expected to prepare teachers for this reality and develop their intercultural competences. This instrumental case study is based on a project that aims to initiate mobilizing networks between two music teacher programmes to explore intercultural music teacher education. In this study, we map the intercultural competences that are required of music teacher educators and that are provided in the music education programmes at two higher music education institutions in Israel and Finland. The data consists of 11 focus group interviews with music teacher educators at the Levinsky College of Education in Tel Aviv and the Sibelius Academy of the University of the Arts Helsinki, conducted by a multinational research team. The data was analysed abductively, using content analysis as a method. While the interviewed teacher educators could articulate many aspects of their own intercultural competences or the lack of them, the findings indicate that in musical diversity and teaching students from different musical backgrounds the teacher educators found it difficult to explain what kinds of intercultural competences their respective programmes provided for the students. Based on the findings, there is a need for a more holistic understanding of intercultural competences in music teacher education as well as how our institutions produce power. There is also a need for the teacher educators in the programmes to collaborate and discuss among each other in order to create “knowledge communities” and to move towards addressing intercultural issues.
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Ghilay, Yaron. "Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts." Journal of Education and Learning 10, no. 3 (April 13, 2021): 55. http://dx.doi.org/10.5539/jel.v10n3p55.
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The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor’s curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts.
The model is based on the creation of high-quality texts which form the basis for high-quality video clips. It is designed to improve learning in quantitative courses in higher education.
The research was based on a sample of students who enrolled in the course Mathematics for Business Administration at the Neri Bloomfield School of Design and Education, Haifa, Israel that was based on the TBV model. The course was given during the five academic years 2016-2021 using different teaching formats: face-to-face learning, distance learning and blended learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of TBV.
The findings show that although students preferred watching videos based on texts over reading those texts alone, students opined that the combination of video and text was by far the most effective instructional method. All results were identical regardless of whether face-to-face, distance or blended learning was used.
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Nayar, Burna, and Surabhi Koul. "Blended learning in higher education: a transition to experiential classrooms." International Journal of Educational Management 34, no. 9 (June 3, 2020): 1357–74. http://dx.doi.org/10.1108/ijem-08-2019-0295.
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PurposeThe purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).Design/methodology/approachThe current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.FindingsThe findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.Research limitations/implicationsLimited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.Practical implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Social implicationsThe study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.Originality/valueThe study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.
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Mahel, Richard. "„Stručná historie Literatury české“. K osudu nevydané učebnice rajhradského benediktina Bedy Dudíka k dějinám české literatury z roku 1847." Historia Scholastica 6, no. 2 (December 31, 2020): 56–67. http://dx.doi.org/10.15240/tul/006/2020-2-005.
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In the years 1841–1854 the Benedictine Beda Dudík (1815–1890) worked as a teacher at the Episcopal Institute of Philosophy in Brno and then at the Higher Grammar School in Brno. As a teacher and a supporter of a development of the Czech national movement in Moravia he strove for the introduction of teaching of the Czech language and literature in the Moravian church education. He succeeded in his efforts and the Court study commission and the Episcopal ordinariate in Brno permitted teaching of the Czech language within the school curriculum of the Institute of Philosophy. For the successful completion of the teaching, Dudik compiled a textbook for his students about history of the Czech language and book writing and he intended to publish it in print at “Matice česká” in Prague. The textbook was approved successfully in a censorship procedure; however, it was not finally published in print due to disagreements with the authors of the compiled works. Nevertheless, it was significant for the development of national efforts in Moravia and it, first and foremost, revealed the young Beda Dudík as a great supporter of the then minority Czech national movement in Moravia, which changed later when he left his pedagogical experience in favour of his better-known historiographical, official and diplomatic practice.
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Verma, Chaman, Veronika Stoffová, and Zoltán Illés. "Analysis of Situation of Integrating Information and Communication Technology in Indian Higher Education." International Journal of Information and Communication Technologies in Education 7, no. 1 (May 1, 2018): 24–29. http://dx.doi.org/10.2478/ijicte-2018-0003.
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Abstract India is a growing ICT country in the world. In the most recent research findings ICT provides us several ways of learning and it also affects teachers by providing alternative teaching styles. With the use of the latest technology, teachers can grasp the significance of technology. To use it efficiently and creatively, the teacher should have right and positive attitude. By keeping this thing in view, the concerned study describing the attitude of Indian teachers towards ICT in education in relation to their affiliation with the University is conducted. More than three hundred teachers from different faculties of six universities located in two states of India have participated in the academic year 2015. The statistical test like Z-test and T-test at 5% confidence level proves that University affiliation did not affect the teachers’ attitude towards ICT in higher education.
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Goldstein, Olzan, Nazeh Natur, Sheila Trahar, and Miri Yemini. "Students Shaping Internationalization in a Conflict-Ridden Society: Experiences of Israeli Teacher Education Colleges." Journal of Studies in International Education 23, no. 1 (October 5, 2018): 66–83. http://dx.doi.org/10.1177/1028315318803711.
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This article focuses on students from two Israeli teacher education colleges serving marginalized communities, both of which participated in a European Union (EU) project aimed at fostering internationalization in higher education institutions in Israel. The study reported focuses on students’ agency in shaping institutional internationalization processes, in particular during their studies but also, as it became apparent, later in their teaching careers following graduation. Moreover, we explore how students’ agency in internationalization is shaped by the conflict and its consequences. Employing a qualitative methodology, we followed six students’ personal and professional trajectories, revealing the nature and scope of their activities and perceptions in light of their proactive role in internationalization in their institutions. We show how life in a conflict-ridden society may prompt proactivity and agency among marginalized students, revealing and discussing the potential transformative nature of students’ agency in internationalization processes. Our findings indicate that institutions can strive to facilitate student agency and utilize it to further develop internationalization within their institutions.
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Benaya, Tamar, and Ela Zur. "STUDENT COACHING FOR RETENTION IN A DISTANCE LEARNING ENVIRONMENT." Asian Association of Open Universities Journal 4, no. 2 (September 1, 2009): 86–96. http://dx.doi.org/10.1108/aaouj-04-02-2009-b003.
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The Open University of Israel (OUI) is a higher education institution with an open admission policy which is based solely on distance learning and self-study. The teaching method practiced at the OUI is a combination of traditional and web-based distance learning. One of the issues of great concern in all institutions and even to a greater extent in open and distance learning institutions is student retention. In an attempt to deal with this problem, the OUI decided to embark on a Retention Project which aim is to help new students to overcome the hardships of the first course. The new students were offered to be paired up with senior students who would accompany and coach them throughout their first semesters. This paper describes the Retention Project, and it presents results concerning the performance of the coached students, their retention at the OUI and the means of communication used by the coached students and their coaches in a distance learning environment.
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Ganmore, Ithamar, Isak Elkayam, Ramit Ravona-Springer, Hung-Mo Lin, Xiaoyu Liu, Meir Plotnik, Aron S. Buchman, et al. "DETERIORATION IN MOTOR FUNCTION OVER TIME IN OLDER ADULTS WITH TYPE 2 DIABETES IS ASSOCIATED WITH ACCELERATED COGNITIVE DECLINE." Endocrine Practice 26, no. 10 (October 2020): 1143–52. http://dx.doi.org/10.4158/ep-2020-0289.
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Objective: Type 2 diabetes (T2D) is associated with motor impairments and a higher dementia risk. The relationships of motor decline with cognitive decline in T2D older adults has rarely been studied. Using data from the Israel Diabetes and Cognitive Decline study (N = 892), we examined associations of decline in motor function with cognitive decline over a 54-month period. Methods: Motor function measures were strength (handgrip) and gait speed (time to walk 3 m). Participants completed a neuropsychologic battery of 13 tests transformed into z-scores, summarized into 4 cognitive domains: episodic memory, attention/working memory, executive functions, and language/semantic categorization. The average of the 4 domains’ z-scores defined global cognition. Motor and cognitive functions were assessed in 18-months intervals. A random coefficients model delineated longitudinal relationships of cognitive decline with baseline and change from baseline in motor function, adjusting for sociodemographic, cardiovascular, and T2D-related covariates. Results: Slower baseline gait speed levels were significantly associated with more rapid decline in global cognition ( P = .004), language/semantic categorization ( P = .006) and episodic memory ( P = .029). Greater decline over time in gait speed was associated with an accelerated rate of decline in global cognition ( P = .050), attention/working memory ( P = .047) and language/semantic categorization ( P<.001). Baseline strength levels were not associated with cognitive decline but the rate of declining strength was associated with an accelerated decline in executive functions ( P = .025) and language/semantic categorization ( P = .006). Conclusion: In T2D older adults, the rate of decline in motor function, beyond baseline levels, was associated with accelerated cognitive decline, suggesting that cognitive and motor decline share common neuropathologic mechanisms in T2D. Abbreviations: HbA1c = hemoglobin A1c; IDCD = Israel Diabetes and Cognitive Decline; T2D = type 2 diabetes
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Bilenko, Natalya, and Ilana Belmaker. "Sex effect on growth faltering in an indigenous ethnic minority population of infants in Israel." Public Health Nutrition 22, no. 15 (July 5, 2019): 2747–55. http://dx.doi.org/10.1017/s1368980019001691.
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AbstractObjective:We examined sex effects on growth faltering in an indigenous population of Bedouin Arab infants born in Israel, an economically developed country.Design:Retrospective cohort study. Height-for-age Z-score (HAZ) at age 6, 12, 18 and 24 months was calculated for full-term, normal-birth-weight Bedouin infants born during years 2000–2009 and attending maternal and child health (MCH) clinics. Multivariate linear regression analysis (MLRA) was used to calculate the association between sex and HAZ, controlling for year of birth, birth weight (BW) and residence by type of settlement (established settlement (ES); non-established settlement (NES)).Setting:Bedouin are an indigenous poor community of semi-nomadic Arabs, with the highest infant mortality rate in Israel. Fifty per cent of Bedouin infants live in NES with inadequate access to running water, electricity, and rubbish and sewage disposal. All Bedouin receive free well-baby care in community-based MCH clinics.Participants:Full-term, normal Bedouin infants (n 5426) born during 2000–2009 and attending computerized MCH clinics who had growth measurements at age 6, 12, 18 and 24 months.Results:At all ages, girls had significantly higher mean HAZ than boys (P < 0·05). Increasing birth year, residence in ES and increasing BW were positively associated with HAZ (P < 0·05) at all ages. In MLRA controlling for birth year, BW and type of settlement, sex still had a significant effect, with lower HAZ among boys at 6, 12, 18 and 24 months of age (P < 0·001 at all ages).Conclusions:Our results indicated that sex effects on growth faltering can occur in an indigenous population with low socio-economic status within an economically developed country.
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Popov, Mikhail V., and Maksim V. Suvorov. "Pedagogue and scholar S. Z. Katsenbogen and Sverdlovsk State Pedagogical Institute in 1935–1946." Journal of the Belarusian State University. History, no. 2 (April 28, 2020): 80–90. http://dx.doi.org/10.33581/2520-6338-2020-2-80-90.
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The history of higher education in Russia and the near abroad is inseparably connected with the activity of higher education institutions administrators and their teaching and scholarly activity. They were the people who implemented the government policy in the sphere of higher education. In the 1920–40s, the academic and scholarly activity in the Soviet higher education institutions depended, to a large extent, on the change of the socio-political situation in the country. This was reflected in the fates of those who headed higher school administrations. The authors’ study of political and professional activity of higher school administrators can provide an objective assessment of their activity as managers, pedagogues and scholars. In this regard, the study the life of Solomon Zakharovich Katsenbogen – a sociologist, philosopher, pedagogue and higher school administrator becomes especially interesting and urgent. The 100th anniversary of the foundation of the Belarusian State University and the 90th anniversary of the foundation of Sverdlovsk State Pedagogical Institute (now Ural State Pedagogical University) can also serve as very good reasons for the publication of this material. The article deals with the work of S. Z. Katsenbogen under the conditions of the change in the socio-political life taking place in the USSR in the second half of the 1930s – 1940s. It is the first attempt to study his professional activity as a lecturer and administrator at the higher education institutions of the Urals, and first of all at Sverdlovsk State Pedagogical Institute. The article analyzes the political leanings and behavior of S. Z. Katsenbogen under the conditions of the Stalinist regime, which was responsible for false allegations against him: suspiciousness and distrust in relation to colleagues and slowdown in scholarly activity because of fear of criticism for political reasons. At the same time, the authors make a conclusion about a positive contribution of the professor to the improvement of the functioning of higher schools in the Urals: a new approach to the organization of planning of scientific activity of higher education institutions, the creation of the system of control of the conduct of lectures and tutorials by teachers on the part of the heads of departments and higher school administration. Under the conditions of mass repression, S. Z. Katsenbogen did not become a slanderer and careerist; he sincerely believed that due to his hard work and moral behavior, he would eventually have his party disciplinary penalties withdrawn. His colleagues – pedagogues of the higher education institutions of the Urals – also believed in this, but he never achieved rehabilitation from the party officials. The fate of professor Katsenbogen was to a great extent highly typical of the historical situation in the country during Joseph Stalin’s rule. In this perspective, the aim of the article is to reveal the consequences of the impact of political factors and peculiarities of the social life of the period of 1935–1946 on the activity of the higher school administrator, scholar and pedagogue. On the other hand, the authors tried to carry out their investigation within the framework of the historical-anthropological approach, in which a person functions as an active historical subject, as a historical factor, and as a bearer of a political culture and mentality. To achieve the aim and the tasks of the study, it is important to expand the investigation source base now as a result of publicizing a number of archival materials previously inaccessible for historians.
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Bilotserkovets, Marina, Tatiana Fomenko, Alexander Kobzhev, Olha Berestok, Yuliia Shcherbyna, Olena Krekoten, and Alexey Kurinnyi. "Dual Nature of Students’ Knowledge Formation in the Pandemic Period: Pedagogical and Psychological Aspects." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 246–61. http://dx.doi.org/10.18662/rrem/13.3/450.
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The paper focuses on pedagogical and psychological facets of students’ knowledge formation impacted by the coronavirus pandemic situation worldwide. It was found out that the emergent transition to online education was mostly fruitfull for the development of new learning technologies, but at same time many students experienced frustration and uncertainty, studying independently; some lecturers were not ready to refuse from traditional frontal teaching methods. Theoretical analysis was applied to study classic and modern scientific works on the nature of the phenomenon of knowledge and its formation. Comparative analysis of the latest publications on this topic revealed that actual pedagogical approaches stated the importance of learners’ active participation in the interactions and interrelations within the system of the learning process and the relevance of the socio-cultural context of new knowledge presentation. Pedagogical observation and expert evaluation enabled authors’ exploring Generation Z students’ cognitive modes and psychological background, featured by practically oriented motivation, clip thinking, ability for multitasking, prevailing unvoluntary attention and weak memorization, preference for visual presentation of information. Theoretical synthesis and compilation implementation enabled working out practical recommendations for intensifying the process of knowledge formation of Generation Z students. The outcomes of the study were used to modernize an e-course “Methods of Teaching in Higher Education Institutions”, so that it met contemporary demands.
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Bar-Tal, Smadar, and Christa S. C. Asterhan. "Going Behind the Scenes at Teacher Colleges: Online Student Knowledge Sharing through Social Network Technologies." Interdisciplinary Journal of e-Skills and Lifelong Learning 13 (2017): 167–84. http://dx.doi.org/10.28945/3863.
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Aim/Purpose: The present study aims to describe existing peer-to-peer, social network-based sharing practices among adult students in teacher colleges. Background: Ubiquitous social network sites open up a wide array of possibilities for peer-to-peer information and knowledge sharing. College instructors are often unaware of such practices that happen behind the scenes. Methodology: An interpretative, qualitative research methodology was used. Thirty-seven Israeli students at a teacher college in Israel participated in either focus group discussions of (N = 29) or in-depth interviews (N = 8). Contribution: Whereas knowledge sharing has been a main focus of research in organizational and information sciences, its relevance to educational settings has thus far been underscored. Recent research shows that peer–to-peer knowledge sharing is wide-spread among teenage students. The current study extends that work to an adult student population. Findings: The findings show that knowledge sharing of this type is a common and even central feature of students’ college life and study behavior. It takes place through a variety of small and larger social network-based peer groups of different formations, including mostly college students but at time also practicing, experienced teachers. Sharing groups are formed on the spot for short term purposes or are stable, continuous over longer time periods. The contents shared are predominantly lesson summaries, material for exams, reading summaries, and lesson plans. They are used immediately or stored for future use, as students have access to vast data bases of stored materials that have been compiled throughout the years by students of previous cohorts. Teacher students mentioned a range of reasons for sharing, and overall regard it very positive. However, some downsides were also acknowledged (i.e., superficial learning, exclusion, attentional overload, and interruptions). Recommendations for Practitioners: College faculty and teaching staff should be cognizant and informed about these widespread peer-based knowledge sharing practices and consider whether perhaps changes in teaching formats and task assignments are required as a result. Future Research: Future research should extend this work to other higher education settings, cultures and countries, and should map the perceptions of higher education teaching staff about peer-to-peer, online knowledge sharing.
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Шпак, I. О. "СПЕЦИФІКА ВИКОРИСТАННЯ ПЕДАГОГІЧНИХ ТЕХНОЛОГІЙ ПРИ ВИКЛАДАННІ ЕКОНОМІЧНИХ ДИСЦИПЛІН." Теорія та методика навчання та виховання, no. 47 (2019): 179–89. http://dx.doi.org/10.34142/23128046.2019.47.16.
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The current state of the development of Ukraine poses new requirements for the training of specialists. The task solution is related to improving the quality of economic education of specialists in all sectors of the society. With this in mind, improving the effectiveness of teaching economics in educational institutions of any level and profile is of particular value. The purpose of the article is to analyze the peculiarities of the use of pedagogical technologies in the process of teaching economic disciplines to students of higher education institutions. To achieve this purpose, such common scientific methods of research are used: analysis, synthesis, systematization, comparison, generalization in order to determine the specifics of the use of modern pedagogical technologies in the study of economic disciplines by students of higher education institutions. It has been found that the widespread use of pedagogical technologies began in the early 60s of the XXth century. This process was related to the reform of the American and European school. As it is known, the concept "pedagogical technology" was introduced to the scientific circulation for the first time in the USA. Today, the issue of determining the essence of pedagogical technologies, their classification and peculiarities of using them in teaching educational disciplines is envisaged in works of domestic scholars (V. Bespalko, V. Boholiubova, T. Ilina, M. Klarin, Z. Malkova, M. Nikandrov, Ye. Polat, H. Selevko, V. Chuprusov) and foreign ones (Anderson, J. Blok, B. Blum, R. Meidzher, etc.). According to the results of the research, scholars, who state the fact of the need to use pedagogical technologies in teaching economic disciplines in higher education institutions, express different points of view on this issue, which are significantly complementary. It is also important to consider scholars’ conclusions about the peculiarities of the use of pedagogical technologies in the activities of higher education institution in the process of teaching economic disciplines. Therefore, a modern pedagogical technology is a set of methods of pedagogical influence, involves specific techniques, methods, means. Effective use of pedagogical technologies in teaching subjects of the economic cycle helps the teacher to get a more effective result in teaching students and to enjoy the activities.
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Yusupova, Lilia N., Tatiana M. Tatarina, and Nikolay V. Yudin. "Development of critical thinking in the formation of foreign language communicative competence through the example of the course “Media Literacy”." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 180–91. http://dx.doi.org/10.32744/pse.2020.6.14.
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Introduction. The training of high-level specialists requires the active introduction of pedagogical technologies into the educational system of higher education that contribute to the development of higher-order thinking. In addition, the development and testing of technologies for the development of critical thinking in higher education in Russia encounter significant difficulties. The purpose of this study is to substantiate the need for and the possibility of developing critical thinking when teaching a foreign language at a university, in particular, within the framework of the interdisciplinary course “Media Literacy”. Materials and methods. The methodological basis of the study is a competency-based approach to teaching a foreign language based on the technology of critical thinking through reading and writing. The main research methods are the analysis of the scientific literature of Russian and foreign scientists on the problem, diagnostic techniques (questionnaires, observation), and Lauren Starkey’s critical thinking test. Experimental research, consisting of setting, ascertaining, training, and control stages, was carried out in the Petrozavodsk State University in 2016–2019. It was attended by 260 first- and fourth-year undergraduate students of non-linguistic fields of study. For a comparative analysis of the data obtained in different groups of subjects, the Wilcoxon statistical test was used for related samples. Results. During the study, the author’s training course “Media Literacy. Analyzing Mass Media in English” and the learning kit “Mass Media” in 3 parts were developed and tested. The comparative analysis of the data obtained before and after training revealed significant dynamics in the experimental group (Z=-5.07; p≤0.001), and moderate dynamics in the control group (Z=-2.34; p≤0.05). On the final cut, the experimental group demonstrated a significantly higher level of critical thinking (at the 0.1% significance level) than in the control group, with the mean values of the integral indicator being 25.17 and 19.96 points, respectively. Conclusions. The research results confirm the hypothesis about the possibility of forming a universal competency “critical thinking” by taking the course “Media Literacy” in a foreign language. The developed training course is interdisciplinary and can be used in different fields of study for undergraduate and graduate programs.
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Igbaria, Abdul Kareem, and Asmaa Ghanayem. "A Content Analysis of the WH-Questions in the EFL Textbook of That's Right." Advances in Social Sciences Research Journal 7, no. 3 (March 25, 2020): 220–43. http://dx.doi.org/10.14738/assrj.73.7942.
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In the current study, the researchers analyzed the units of the textbook “That’s Right” for 10th grade students for English teaching in Israel. The study examined the WH- questions found in the textbook according to the various cognitive levels of Bloom’s Taxonomy. By using Bloom's taxonomy, the researchers attempted to understand whether WH-questions used in the textbook emphasize high-level thinking and cognitive skills development. The question of this study is: To what extent do the WH-questions in the textbook “That’s Right” emphasize higher order thinking skills?
Content analysis was performed for the questions for five study units in the textbook. The question served as the unit of analysis for this research. A WH-question is defined as a question beginning with a WH-word and ending with a question mark. The questions were collected, listed, and analyzed according to Bloom's taxonomy, according to which thinking skills are divided into low and high orders. Low order thinking skills are knowledge, comprehension, and application. High order thinking skills are: analysis, synthesis, and evaluation. Percentages and frequencies of each cognition level were calculated for each book unit separately and for all the units combined. Validation and reliability checks were performed to validate this study.
The results showed that 245 out of the 324 questions emphasized cognition levels that develop lower order thinking skills, while only 79 questions emphasized the three levels that use high order thinking skills. The textbook "That’s Right" questions place most emphasis on comprehension and knowledge, which are both connected to lower order thinking skills. This may result in lower cognitive abilities among students and should be further investigated to create better language skills in future generations. Additional studies of English textbooks at various age levels using content analysis are recommended. These studies will show which cognitive skills are developed in English materials and will improve future English education in Israel.
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Ukaigwe, P. C., and Innocent U. Igbozuruike. "Planning and Integration of Technologies for Effective Implementation of Blended Learning in Universities in Rivers State, Nigeria." Advances in Social Sciences Research Journal 7, no. 1 (January 28, 2020): 452–62. http://dx.doi.org/10.14738/assrj.71.7647.
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The study investigated planning the integration of technologies in higher institutions as a strategy for effective implementation of blended learning in universities in Rivers State. The design used was descriptive. The population of this study consisted of the 4,377 teaching staff in the three (3) public universities in Rivers State, comprising 2,348 male and 2,029 female teaching staff. The universities are the University of Port Harcourt, Rivers State University and Ignatius Ajuru University of Education. The sample of this study was 590 elements, comprising 327 male and 263 female teaching staff that were drawn from the population using stratified random sampling technique. Instrument of data collection was a questionnaire that yielded a reliability index of 0.84, using test-retest and Pearson Product Moment Correlation techniques. The data generated were analysed using mean to answer research questions. z-test was used to test hypotheses at 0.05 significance level. Findings showed that aligning university's visions with the aspirations of full integration of blended learning into university system, provision of required communication networking infrastructures and modifying curriculum designs to become deliverable through blended learning mode are key ways of integrating blended learning in the university system. Recommendations made included that university managers should consider seriously, the advantages of blended learning in the school system, with a view to using planning to foster the integration of the learning innovation into the traditional face-to-face teaching and learning approach for improving students learning experiences and achievements.
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Moses, D., S. Ibrahim, M. K. Idris, and H. A. Ibrahim. "Effect of Blended Teaching Method on Junior Secondary School Students’ Retention in Basic Technology Subject in Biu Educational Zone, Borno State Nigeria." Journal of Education and Culture Studies 5, no. 4 (July 12, 2021): p1. http://dx.doi.org/10.22158/jecs.v5n4p1.
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The main purpose of this study is to determine the effect of blended teaching method on junior secondary school students’ retention in Basic Technology subject in Biu Educational Zone of Borno State, Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The study adopted quasi-experimental design of pretest, posttest nonrandomized nonequivalent control group design. The population of the study was 22,968 Junior Secondary School students offering Basic Technology in Biu Educational Zone of Borno State. Purposive sampling technique was used to select two Junior Secondary School in Biu Educational Zone of Borno State for the study. The total sample size was 182 students in their JSS II. The instrument for data collection was developed by the researcher titled: “Basic Technology Retention Test (BTRT)”. The instrument was validated by three experts. A reliability coefficient of 0.88 was obtained using Cronchbach Alpha after the draft instrument was trial tested on 30 JSS II students of Government Day Juniour Secondary School, Damaturu, Yobe State, Nigeria. Mean and standard deviation was used to answer the research questions while z-test and ANOVA was used to test the null hypotheses at 0.05 level of significance. The finding of the study revealed that the There is significant difference in the mean retention scores of students in Basic Technology taught using blended and lecture teaching method in Biu Educational Zone of Borno State; Male students’ retention mean scores were higher than their female counterpart in both blended and lecture teaching methods. This indicates that blended teaching method is effective in teaching both male and female students. Based on the findings, the following recommendations were made: Government should liaise with the appropriate school authorities in order to encourage and support the use of blended learning platform in secondary schools as this could enhance students’ retention in various subjects.
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Muhsen, Khitam, Wasef Na’amnih, Rebecca Goldsmith, Maayan Maya, Nuha Zeidan, Eias Kassem, and Asher Ornoy. "Associations of Feeding Practices in Early Life and Dietary Intake at School Age with Obesity in 10- to 12-Year-Old Arab Children." Nutrients 13, no. 6 (June 19, 2021): 2106. http://dx.doi.org/10.3390/nu13062106.
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Understanding the role in pediatric obesity of early life feeding practices and dietary intake at school age is essential for early prevention. The study aimed to examine associations of early life feeding practices, environmental and health-related exposures, and dietary intake at school age as determinants of obesity in children aged 10–12 years. In an earlier study of 233 healthy infants in two Arab towns in northern Israel, neonatal history, feeding practices, and health information were obtained up to age 18 months. This follow-up study assessed dietary intake and anthropometric measurements at age 10–12 years using the 24 h recall method. Overall, 174 children participated in this study. Almost all (98%) the children were breastfed. The prevalence of obesity at school age was 42%. A multivariable model adjusted for energy intake and socioeconomic status showed positive associations of total fat intake and of weight-for-height z score, but not feeding practices in infancy, with obesity. Higher gestational age at birth was associated with lower odds of obesity at age 10–12 years. In conclusion, in a population with near universal breastfeeding, gestational age at birth, weight indicators but not feeding practices in infancy, and total fat intake at school age were associated with increased likelihood of obesity.
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Ezeofor, Ifeyinwa Obiageli, Ada Lizbeth Garcia, and Charlotte Margaret Wright. "Criteria for undernutrition screening in hospitalised infants under 6 months: a diagnostic accuracy study in a resource-poor setting." Archives of Disease in Childhood 105, no. 6 (December 18, 2019): 524–29. http://dx.doi.org/10.1136/archdischild-2019-318313.
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PurposeWe aimed to describe the prevalence of undernutrition in hospitalised infants aged under 6 months and test the utility of simple index measures to detect undernutrition.DesignDiagnostic accuracy study: weight, length, mid-upper arm circumference (MUAC), triceps and subscapular skinfolds were measured in infants aged 2 weeks to 6 months admitted to a Teaching Hospital in Enugu, Nigeria. Index criteria: low (<−2SD) weight-for-age Z-scores (WAZ), weight-for-length Z-scores (WLZ); MUAC <11 cm. Reference definition: weight faltering (conditional weight gain below fifth percentile for healthy Nigerian infants) or sum of skinfolds (SSF) <10 mm.ResultsOf 125 hospitalised infants, only 5% (6) were admitted specifically for undernutrition, but low SSF were found in 33% (41) and, 24% (25) with known birth weight had weight faltering, giving an undernutrition prevalence of 36%. Low WAZ was the most discriminating predictor of undernutrition (sensitivity 69%, positive predictive value 86%, likelihood ratio 5.5; area under receiver operator curves 0.90) followed by MUAC (73%, 73%, 4.9; 0.86), while WLZ performed least well (49%, 67%, 2.9; 0.84). Where both MUAC and WAZ were low, there was sensitivity 90%, positive predictive value 82% and likelihood ratio 8.7.ConclusionsInfants aged under 6 months admitted to hospital in Nigeria had a high prevalence of undernutrition. In young, high-risk population, a low WAZ alone was a valuable screening criterion, while combining weight with MUAC gave even higher discrimination. Measurement of length to calculate WLZ was a less useful predictor in this population.
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Dunker, Kimberly N. Silver, and Karen Manning. "Enhancing quality and safety in clinical teaching: Statewide live continuing education program for adjunct clinical nursing faculty." Journal of Nursing Education and Practice 8, no. 7 (March 9, 2018): 78. http://dx.doi.org/10.5430/jnep.v8n7p78.
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The nursing faculty shortage is being filled by adjunct clinical faculty with no classroom teaching experience. These novice faculty members must undergo a socialization and orientation process (onboarding), when transitioning into the academic environment. To support orientation, the Live Continuing Education Program for Adjunct Clinical Nursing Faculty (LCEP-ACNF), a competency-based 4.0-hour continuing education unit program for novice clinical faculty was used. In this study, the LCEP-ACNF was tested in a statewide sample of clinical faculty. For this mixed-methods study a convenience sample of faculty members (N = 312) from all nursing programs in one northeast state was recruited. All 312 participants completed pretest competency-based evaluation and a demographics sheet. Participants’ (N = 312; n = 162) posttest scores were significantly higher than their pretest scores (Z = 11.10, p < .01). Eight interviews were conducted and the themes emerged were, communication with other faculty members on clinical teaching, orientation strategies, student evaluation and feedback strategies, and mentorship issues for novice clinical faculty. Evaluation results for the LCEP-ACNF were overall positive, including the need for more continuing education offerings, mentorship, and teaching strategies. The results suggest an increased need for clinical faculty development and orientation, a need for developing the clinical coordinator role and mentorship for all novice clinical faculty. Lastly, the LCEP-ACNF should be offered twice a year, regionally and nationally.
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Rachmawati, Dwita Laksmita, and Vita Fibriyani. "HUBUNGAN ANTARA PRESTASI MAHASISWA DAN KEMAMPUAN BERBAHASA INGGRIS DENGAN LAMA STUDI (Studi Kasus pada Wisudawan Universitas Merdeka Pasuruan Tahun Ajaran 2016/2017)." Jurnal VARIAN 1, no. 2 (April 24, 2018): 70–81. http://dx.doi.org/10.30812/varian.v1i2.73.
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Education is the most important thing in a person’s life. Formal education is the learning process held by a particular educational institution, starting from the elementary, secondary, and higher education. To produce well-qualified college graduates, good teaching and learning process is needed. Determination of learning achievement in Higher Education is in the form of score of test results and observation conducted by the lecturer. The competence of college graduates cannot be seen only from the GPA and study duration, but also the ability of foreign language such as English. This study aims to determine the relationship between student achievement and English proficiency with study duration. Sampling techniques is done randomly. Statistical analysis used for this study was Pearson correlation analysis and testing the hypothesis by using Z-test. The result of the analysis indicates that there is a significant relationship statistically between student achievement and graduates’ study duration of Merdeka University Pasuruan that is the correlation coefficient obtained was –0.515. It means that the better (higher) of students’ achievement the faster the length of study will be, and the lower the students’ achievement then the longer the duration of the study period will be. For the relationship between the students’ abilities of foreign language with the duration of study, obtained correlation coefficient of 0.102, but the relationship formed insignificant statistically.
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Zelenskyi, M., I. Nesterenko, N. Volovik, and D. Mytsenko. "Blended learning technologies for a foreign language teaching the students of non-philological majors." Herald of Kiev Institute of Business and Technology 44, no. 2 (August 31, 2020): 4–10. http://dx.doi.org/10.37203/kibit.2020.44.01.
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Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.