NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Linking Demographic Variables to Motivation: Investigating the Motivation to Choose Teaching among Arab and Jewish Students in Israel
Peer reviewed Peer reviewed
Direct linkDirect link
Sarid, Ariel; Haj-Yehia, Kussai; Shaham, Hait; Rigbi, Amihai – European Journal of Teacher Education, 2022
The purpose of this paper is to explore the kinds of motivation driving Arab and Jewish students in Israel to choose teaching as a career. This study addressed several issues that have been largely overlooked in previous research such as the focus on Content Value motives (the motivation to teach specific subjects) as well as linking demographic…
Descriptors: Jews, Arabs, Student Motivation, Teaching (Occupation)
Supporting Student Learning from Diagnosing Erroneous Examples When Contrasting Them with Worked Examples in the Physics Classroom
Peer reviewed Peer reviewed
Direct linkDirect link
Safadi, Rafi' – International Journal of Science Education, 2022
Troubleshooting activities require students to diagnose teacher-crafted erroneous examples by detecting and explaining the conceptual errors driving them. In a previous study, the author tested whether diagnosing erroneous examples and then scoring them using a rubric that contained the related worked examples, a step-by-step strategy to solve a…
Descriptors: Error Patterns, Scientific Concepts, Physics, Science Instruction
A Functional Near-Infrared Spectroscopy Study of Lexical Decision Task Supports the Dual Route Model and the Phonological Deficit Theory of Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Sela, Itamar; Izzetoglu, Meltem; Izzetoglu, Kurtulus; Onaral, Banu – Journal of Learning Disabilities, 2014
The dual route model (DRM) of reading suggests two routes of reading development: the phonological and the orthographic routes. It was proposed that although the two routes are active in the process of reading; the first is more involved at the initial stages of reading acquisition, whereas the latter needs more reading training to mature. A…
Descriptors: Dyslexia, Language Processing, Spectroscopy, Phonology
The Hierarchical Factor Model of ADHD: Invariant across Age and National Groupings?
Peer reviewed Peer reviewed
Direct linkDirect link
Toplak, Maggie E.; Sorge, Geoff B.; Flora, David B.; Chen, Wai; Banaschewski, Tobias; Buitelaar, Jan; Ebstein, Richard; Eisenberg, Jacques; Franke, Barbara; Gill, Michael; Miranda, Ana; Oades, Robert D.; Roeyers, Herbert; Rothenberger, Aribert; Sergeant, Joseph; Sonuga-Barke, Edmund; Steinhausen, Hans-Christoph; Thompson, Margaret; Tannock, Rosemary; Asherson, Philip; Faraone, Stephen V. – Journal of Child Psychology and Psychiatry, 2012
Objective: To examine the factor structure of attention-deficit/hyperactivity disorder (ADHD) in a clinical sample of 1,373 children and adolescents with ADHD and their 1,772 unselected siblings recruited from different countries across a large age range. Hierarchical and correlated factor analytic models were compared separately in the ADHD and…
Descriptors: Attention Deficit Hyperactivity Disorder, Siblings, Factor Structure, Adolescents
Intergenerational Educational Encounters: Part 1--A Model of Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Gamliel, Tova; Reichental, Yael; Ayal, Nitza – Educational Gerontology, 2007
This paper, the first in a 2-part series, proposes a Model-of-Knowledge for the social analysis of intergenerational encounters between older adults and children and discusses professional intervention. The model is based on the findings of a pilot counseling activity at a primary school in Israel. It sets forth 4 types of encounters between…
Descriptors: Foreign Countries, Older Adults, Children, Models
Attributions and Response to the Arab-Israeli Conflict: A Developmental Analysis.
Peer reviewed Peer reviewed
Hoffman, Michael A.; Bizman, Sharon – Child Development, 1996
Assessed the causes ascribed by 60 Israeli 4th- and 9th-graders for the Arab-Israeli conflict and the relationship of these attributions to their expectations and emotions. Found that adolescents tended to view causes as more constant or less fluctuating over time than did younger children. Results support an attributional model for understanding…
Descriptors: Adolescents, Age Differences, Attribution Theory, Children
The Individuation Process from a Social-Cognitive Perspective in Kibbutz Adolescents.
Peer reviewed Peer reviewed
Mazor, Aviva; And Others – Journal of Youth and Adolescence, 1990
The individuation process was explored from a social-cognitive perspective using 61 kibbutz adolescents and youth in grades 4, 7, and 10, and post-high school in military service. Results support the developmental sequence of the individuation construct in kibbutz adolescents and fit the model proposed by A. Mazor (1985). (SLD)
Descriptors: Adolescents, Age Differences, Elementary Secondary Education, Foreign Countries