This paper presents the major findings and recommendations from a formative evaluation of the first of a 2-year in-service training program. This program was designed for the professional development of math teachers. It was developed following an educational reform, which was meant to enhance the teachers' ability to generate changes in their…

Examines three models of teacher professional development in Israel. One model emphasizes higher academic studies, one is a school-based organizational model that ties faculty development to school reforms, and one emphasizes a teacher-led personal route to professionalism in teachers' own classrooms. The paper examines means of support available…

Teachers who do not continually progress, regress. There are four main streams of in-service teacher education: advanced study towards academic progress, advancement as teachers, professional regeneration, and advancement towards new or special objectives. In-service training must bring about the continuous revitalization of a teacher. Changes are…

Israeli case study explored the impact of introducing a student-centered writing instruction model within an educational system that did not support the approach. Teacher surveys indicated gains in self-efficacy, subject matter knowledge, and pedagogical knowledge. Environmental-organizational factors affected teacher change and teacher…

Describes the Teacher-as-Ethnographer inservice training program, an anthropological model for training Israeli educators to diagnose and cater to the learning needs of culturally diverse students. Participants, including teachers of all levels and other school staff, learned and used ethnographic methods of data collection and analysis to conduct…

Methods drawn from educational counseling (clarifying processes and bibliotherapy) were applied to groups of Israeli elementary teachers in a continuing education program designed to facilitate mainstreaming practices. Surveys on teachers' attitudes indicated a more positive change in attitude toward mainstreaming among intervention group teachers…

Frequently, teachers from dominant cultural groups confront diverse students. Teachers must learn to handle problems caused by the differences. The paper presents a model of a fourfold gap between teachers and students (linguistic, cognitive, cultural, and social), using examples from Israeli schools. Suggestions for counteracting possible…

An action research group for Israeli English-language teachers helped them learn from and support one another while introducing portfolio assessment as an integral part of their teaching. Using portfolios for foreign language teaching, learning, and assessment increased learners' responsibility and improved classroom work. The action-research…

To improve science, mathematics, and technology education, Israeli high school teachers received training involving inservice courses and school supervision. Surveys, reports, observations, meetings, and student achievement tests indicated that the program was useful for teachers who had acquired basic knowledge in their disciplines. It took 3-6…

A study examined both cognitive and activity rhythms of lessons in a variety of disciplines and teaching styles in the medical school curriculum among 20 faculty members at Ben Gurion University, Israel. Studied were changes which occurred in the rhythms following a teacher training program, and interrelationship among rhythms and size of learning…