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Search results for: Zohar Anat
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This study compares the argumentative writing characteristics of students from different sociocultural backgrounds. We focused on Jewish ultra-Orthodox (Haredi) students, educated in a segregated religious school for boys (yeshiva), who are now attempting to integrate in secular higher education in Israel. To better understand the unique characteristics of this population, we reviewed 92 essays written by Haredi students, and compared them with 76 essays by public education (PE) graduates. Our analysis was based on the cognitive and sociocultural perspectives of argumentation.
Published: 2020
Updated: May. 11, 2021
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The following article analyzes two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness, and second, the development of the progressive education evident mainly in the cognitive domain of 21st century skills, focusing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them.
Published: 2016
Updated: Aug. 23, 2016