Accountable talk: Instructional dialogue that builds the mind
. בתוך: The International Academy of Education (IAE) and the International Bureau of Education (IBE) of the United Nations Educational, Scientific and Cultural Organization (UNESCO). ; 2018. Publisher's Version
Next Generation Research in Dialogic Learning.
בתוך: Wiley Handbook on Teaching and Learning . Wiley Handbook on Teaching and Learning . Wiley-Blackwell. ; 2018. 'עמ. pp. 323-338. Publisher's VersionAbstract
A small but powerful body of evidence shows that certain forms of classroom discussion can produce learning gains that go beyond the topics actually discussed. In a range of countries, students who engaged in dialogue showed better initial learning and retained their learning gains for longer periods when compared to untreated comparison groups. In some cases, students who were engaged in learning through dialogue even outperformed their untreated counterparts. In this chapter, we review the evidence and consider why dialogue might produce these effects, looking at both cognitive and motivational-social explanations. Despite evidence of the surprising and robust effects on student learning, it is rare to find dialogic teaching in the classroom. We propose explanations for the resistance to it, from individual teachers and from the system, and suggest that opening up opportunities for more students to learn through dialogue will require researchers and practitioners to work together in new ways.
Feedback that corrects and contrasts students' erroneous solutions with expert ones improves expository instruction for conceptual change.
Instructional Science [Internet]. 2018;(46) :337-355. Publisher's VersionAbstract
In the present study, we examined the effects of feedback that corrects and contrasts a
student's own erroneous solutions with the canonical, correct one (CEC&C feedback)
on learning in a conceptual change task. Sixty undergraduate students received
expository instruction about natural selection, which presented the canonical,
scientifically accepted account in detail. Two-third of these received CEC&C feedback on their self-generated solutions to open-ended test items. Students either received this feedback on their pretest solutions (prior to instruction), or on their immediate post-test solutions (following instruction). Students in the control condition only received the correct canonical answers to the immediate post-test items and compared these with their own solutions autonomously. Conceptual understanding on transfer items was assessed after one week. Results showed that students in the CEC&C feedback conditions outperformed control students. Timing of feedback did not affect learning, however. These findings add to accumulating evidence from different lines of research on the importance of instructional support that explicitly compares and contrasts between erroneous student models and canonical models in conceptual change tasks.
A Virtual Safe Zone: Teachers Supporting Teenage Student Resilience through Social Media in Times of War.
Teaching and Teacher Education [Internet]. 2018;(73) :35-42. Publisher's VersionAbstract
We examine how teacher-student communication through social network technologies may support student resilience during an ongoing war (i.e., the 2014 Israel-Gaza war). Based on student responses from open-ended surveys (N = 68), five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The mere existence of continuous online contact with teachers also contributed to resilience perceptions. Interviews with 11 secondary school teachers revealed three main purposes for this communication: (a) delivering emotional support to students, (b) monitoring their distress; and (c) maintaining civilized norms of discourse. Practical implications and theoretical contributions are discussed.
Enablers and inhibitors of productive peer argumentation: Exploring the role of individual achievement goals and gender.
Contemporary Educational Psychology. 2018;(54) :66-78.Abstract
Argumentation has been recognized as an important classroom activity and as a potentially powerful means for learning complex academic content. However, eliciting and sustaining student-to-student argumentive discourse that is both critical as well as constructive is also known to be notoriously difficult. Whereas previous research has traditionally focused on the cognitive, meta-cognitive and task-related antecedents and conditions for productive student argumentation, in the present work we explore two social-motivational factors that may provide insight into this difficulty, namely students' individual achievement goals and gender. In two separate studies, undergraduate students indicated their intentions to engage in different discourse types when asked to discuss their solutions to a complex topic from astronomy (N = 245, Study 1) or economics (N = 98, Study 2) with a disagreeing peer. In addition to the productive, ideal type of argumentive discourse for learning purposes (i.e., deliberative argumentation), three additional discourse types were targeted that typically ensue, but are considered less productive (i.e., disputative argumentation, quick consensus seeking and private deliberation). The overall pattern of results show that mastery goals (a focus on developing competence and task mastery) are associated with deliberative argumentation and with private deliberation. In contrast, performance-approach goals (a focus on demonstrating competence relative to others) as well as high confidence are associated with disputative peer argumentation. Quick consensus seeking was predicted by higher performance-avoidance goals (a focus on avoiding incompetence relative to others) and lower mastery goals. No consistent gender differences were found. Taken together, the results extend previous work in socio-cognitive conflict settings and emphasize the role of achievement goals in peer argumentation.
Teaching the Land of Israel as civic education: A historical exploration.
Journal of Geography. 2018;Doi:10.1080/00221341.2017.1307437 (117 (2) :51-63.Abstract
Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into three periods. Whereas the first two periods reflected specific citizenship conceptions—nationalistic in the former and individualistic in the latter, the third period is characterized by an amalgamation of contradictory conceptions. These findings point to the potential and challenges facing geography education in creating a truly democratic space.
Examining civic education pedagogies from a socio-cultural curricular perspective: Lessons from three Israeli classrooms.
Citizenship Teaching and Learning. 2018;Doi:10.1386/ctl.13.3.311_1 (13 (3) :311-327.Abstract
Research on pedagogical aspects of civic education is a field of study that deserves further exploration and scrutiny. This study focused on the examination of pedagogical practices enacted in three Israeli civics classrooms, in which an identical curriculum was taught. Classroom observations, teacher interviews and text analysis point to how despite similarities, each case presented different teaching activities and practices, framing and influencing the citizenship conceptions promoted in each case. These findings shed light on how pedagogy interplays with content while relating to contextual factors, determining and limiting the very notions of citizenship promoted in each case.
. Multiple Alterities - Views of Others in Textbooks of the Middle EastSeries: Palgrave Studies in Educational Media
. 1st ed. ( ). Palgrave; 2018 'עמ. 362.Abstract
- Examines a wide range of Middle Eastern countries and the impact that textbookscan have on national identities
- Emphasises the role of textbooks in legitimising an established political and socialorder
- Explores the type of knowledge acquired by textbooks across a number of subjects
This book highlights and examines the role of the textbook in legitimising established
political and social orders. It analyses the way in which the ‘other’ is presented in school
textbooks, focusing on a number of countries in the Middle East and North Africa
(MENA) region, and argues that the role of textbooks in developing and maintaining a
national identity should be afforded greater critical attention. Textbooks can help form
national identities by developing a society’s collective memory; this might involve a
historical narrative which may be self-contradictory or even fabricated to a certain
extent, including myths, symbols and collective memories that divide “us” from “them”,
and ultimately resulting a dichotomy between the Self and the Other. As well as
addressing a range of theoretical questions relating to the study of textbooks generally,
the volume also covers a broad spectrum of Middle Eastern states and societies, with
contributions from Turkey, Iran, Egypt, Cyprus, Lebanon, Iraq, Kurdistan, Jordan,
Morocco, Tunisia, Israel and Palestine. It will be essential reading for researchers and
students working in the fields of Education, Sociology and History, particularly those
with an interest in national identities in the MENA region.