Search results for: Israel
Page 1/19 188 items
This article is an anthropological history of the bar/bat mitzvah ceremony in the Yishuv and Israel of the 1940s and the 1950s, when this ceremony radically grew in terms of the space, time, and economic resources devoted to it, as well as expanded to include girls. To explain that shift, I suggest distinguishing classic rites of initiation from the system of life-cycle ceremonies typical of modern consumer culture, which emphasizes the transition between temporal markers rather than social statuses and imposes no task on the birthday celebrant.
Updated: May. 16, 2018
This research investigates the well-being of children subjected to prolonged exposure to missile attacks. A study of post-traumatic symptoms, emotional stress, and behavioral problems among 152 children from southern Israel, an area prone to missile attacks, was conducted. Post-traumatic symptoms were assessed by a self-reported version of the Post-traumatic Stress Disorder Reaction Index for Children (CPTS-RI). Emotional and behavioral problems were assessed by the Child Behavioral Checklist (CBCL), which was completed by the children's mothers.
Updated: May. 02, 2018
What can you give your country for its 70th anniversary? For thousands of school pupils and volunteers, the answer is the sweat of their brows as they worked to prepare a new public 70-kilometer (43-mile) walking path called the Sanhedrin Trail. As a byproduct of their backbreaking work, they also stumbled upon a priceless 1,400-year-old intact oil lamp engraved with an eight-armed menorah, remains of important glass industry, and an extremely rare gold coin from Suleiman the Magnificent.
Updated: Apr. 25, 2018
Recently there has been a growing interest in ways in which Emotional Intelligence (EI) can be enhanced among teachers. However, although it has been noted that effective teaching requires high levels of EI, little is known about effective methods to develop teachers' EI. The current qualitative study followed a two year EI development training for 21 teachers in one school in Israel. The training included workshops and personal EI sessions for teachers, led by an external team of EI experts. The training was based on the Bar-On model of EI which includes five main scales: intrapersonal, interpersonal, adaptability, stress-management, general mood and 15 competencies within it (Bar-On, 1997)
Updated: Feb. 13, 2018
Moore (2012) has shown that many teachers hesitate to discuss controversial topics, and several studies have shown that such discussions are seldom held. Bekerman (2016) pointed to teachers' status within the sociopolitical context, e.g., Israeli teachers' lack of agency within the context of the nation-state. The difficulty teachers face around controversial topics is an important issue for teacher training worldwide and particularly in Israel. In this study, we explored high school teachers’ attitudes about conducting class discussions on the relationship between Jews and Arabs in Israel. This study may afford an opportunity to examine the factors that are associated with teachers' willingness to engage in such discussions in the Israeli context and to draw general conclusions regarding teacher training and practices.
Updated: Feb. 13, 2018
Evaluating the Effectiveness of Instilling 21st Century Skills in Graduates of Public Versus Private High Schools in Israel
This research examines the effectiveness of instilling 21st century skills in graduates of public versus private schools in Israel. The five skills that were examined are information literacy, critical thinking, interpersonal communication, self-regulated learning and the use of information and technology (ICT). No significant average difference was found between graduates of public and private schools regarding their command of the five skills. Nevertheless, several factors have been found that are related to students’ individual backgrounds.
Updated: Feb. 13, 2018
The Israel Education Ministry launched a new website on Tuesday morning providing extensive data on high schools in Israel, illustrating that religious girls' schools are leading the pack in Israeli education performance. The parameters include high school diploma eligibility rates, grades, the extent of advanced placement classes and dropout rates. The data, which appears in a site titled 'Transparency in Education,' includes 21 parameters that are divided into four groups: learning and achievements, perseverance and dropping out, the education staff, and values and educational environment.
Updated: Aug. 30, 2017
Conceptualizing the Role of Nonprofit Intermediaries in Pursuing Entrepreneurship within Schools in Israel
This article investigates the rationales and activities of nine nonprofit intermediary organizations operating in Israeli public schools, under similar missions of promoting school entrepreneurship. I apply a multiple case study qualitative methodology with in-depth interviews and complementary content analysis to investigate how those intermediaries operate and thrive. I depict how the concept of school entrepreneurship is formed and facilitated and reveal how state policy and intermediaries’ activities interact and shape schools’ realm, as shown in three specific paradoxes emerging from my analysis.
Updated: Aug. 08, 2017
Israel is considered to be a very creative country, due to the fact that the country is ranked very high in different indicators of innovation and creativity: It is considered to be a “Start Up Nation”, because of the high numbers of Startup companies that are being born within the country; It is ranked very high in the number of patents that are being registered in the US; and It had a number of Nobel Laureates over the last years. In an effort to understand and explain this characteristics, I will analyze the Israeli Education System, trying to identify different features that allows and encourage the development of creativity and innovation skills within the students and future citizens of Israel.
Updated: Jul. 13, 2017
The federal model of the Israeli state education system does not augur well for religious encounters in Israeli schools. The fact that on the one hand, religious and heritage education is a mandatory core subject for all sectors in the Israeli state education system, but on the other, each sector maintains a unique sectorial ideology regarding the understanding of what religious and heritage education should convey to the students, leads to an inherent diffculty to contemplate or organize interfaith or intersector religious encounters. The declared policy of the Israeli Ministry of Education, according to which all schools are required to educate toward the enhancement of social cohesion and a broadly common perception of constructive values and citizenship (Ministry of Education, 1996), recognizes the diffculty of conducting interfaith encounters at the school level.
Updated: Jun. 26, 2017