Author: Daniel Sperling
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Abstract:
The research review deals with research ethics in general and ethics in educational research more specifically. After short introduction of the development of research ethics including existing regulation, the review discusses the various characteristics of educational research ethics and refers to recent regulation by the Israeli Ministry of Education as well as to codes of ethics issued by organizations of educational research in the US, Australia and the UK. In addition, it illuminates and discusses the major principles of research ethics including expected benefit; risks and harms; informed consent of research participants; protection of research participants’ rights, including the right to human dignity, privacy, personal security, etc. Other principles include protection of information obtained during research, duty to disclose true information and to engage in objective research while promoting professional standards; duty to protect vulnerable populations related to the research; duty to abstain from conflict of interest; collaboration and integrity. The review goes on to discuss five models of ethical approvals in different research institutions with specific interest in institutional review boards or research ethics committees. These institutions are: Harvard University, the Hebrew University of Jerusalem, Tel-Aviv University, the Open University and HaKibutzim Seminar Teacher Education college. Finally, the review concludes by discussing three major issues that arise from the previous discussion: the composite of research ethics committees, the training of its members and their immunity from legal or professional responsibility.
Authors: Amalia Ran
Chief Editor: Liat Josefsberg Ben-Yehoshua, Daniel Sperling
Academic Advisor: Gal Fisher
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Abstract:
This literature review focuses on scalability and the advancement of the use of educational products related to learning and teaching in the education system as sustainable goods amongst end clients. The review targets various models in the education system with which the potential scalability of educational products may be examined, while maintaining the principles, methodologies, ideas and quality of the product during this process. The models reviewed in this framework are: the 90-days-cycle model by Carnegie Foundation for the Advancement of Teaching; 16 cases of scalable products studied by the Rand Foundation; and the scalability of the National Writing Project.
Author: Daniel Sperling
Chief Editor: Liat Josefsberg Ben-Yehoshua
Academic Advisor: Nir Michaeli
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The review discusses the theoretical justifications for teacher professional development at school led by teacher leaders. The review begins by analyzing the criticism on traditional forms of teacher professional development, which rest on teacher dissatisfaction, its ineffectiveness in making a positive change in teaching practices and student achievements, lack of agency and in appropriateness to the teaching profession.
In the second part of the review, the way teacher development by teacher leaders responds to this criticism is then being discussed. Specifically, this model is more apt to adult learning, encourages teacher control and agency, leads to more professional learning and one that is suitable to the teaching practice, allows for more collaboration between teachers, and represents a more efficient allocation of resources.
The third part of the review raises the challenges associated with teacher professional learning by teacher leaders and discusses the controversies pertaining to this model in the literature, specifically its operation and effectiveness thereof, teacher leaders’ ability to fulfill their goals under infrastructure, cultural and managerial constrains, the extent to which teacher leaders will collaborate with teachers. It is argued that although there is agreement as to the advantages of this model over the traditional form of teacher development, there is yet a consensus as to the way that such a model can lead to effective and meaningful learning of teachers. It is thus recommended to review the possible limitation of teacher professional learning by teacher leaders and to develop alternative tools of assessment which will examine whether this model encourages teacher learning, improves their quality of teaching, and positively contributes to student learning processes and achievements.
Authors: Amalia Ran
Chief Editor: Liat Josefsberg Ben-Yehoshua
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Abstract:
This literature review offers an analysis of central concepts related to methodologies of innovation in the technological, social and business spheres, as well as in the third sector. In this framework, the review examines four types of methodological models, their goals, products and practices: technological Agile methodologies, the Lean Strat-up model in the business sector, grassroots innovation models, and the SROI model for social investment return.
Authors: Amalia Ran
Chief Editor: Liat Josefsberg Ben-Yehoshua
Academic Advisor: Rivka Reichenberg
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Abstract:
This literature review analyzes the concept of reflection in the field of teachers education, and it studies the significance of reflective teaching and reflective mentorship among teacher educators, as well as the use of reflection as a qualitative and quantitative tool in the curriculum of teacher education programs.
Author: Amalia Ran, Daniel Sperling
Chief Editor: Liat Josefsberg Ben-Yehoshua
Academic Advisor: Ofer morgenshtern
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Abstract:
This literature review focuses on future trends and challenges in education due to social, technological, economic, environmental and political shifts in out changing reality, which shape the educational field and redefine it. The review aims at encouraging policy-makers and stakeholders in the education system to reflect on these trends and challenges and to further discuss them. Understanding these trends and challenges may contribute to define effective, target-oriented action plans in the education field, in order to advance the education system and the society of Israel in order to comply with the requirements of the 21st century.
This literature review presents fifty-one trends and challenges in the education field divided into eight principal pedagogical sections: content and curriculum; evaluation; learning practices; teaching practices; organization; leadership and values; connectivity; and physical and technological infrastructures. Each one of the chapters in this literature review is dedicated to a specific pedagogical field, and it presents the trends and challenges, as well as a list of questions for further discussion.
The target audience of this literature review consists of policy-makers, government officials, advisors, scholars and analysts of education, society and the economy in Israel. The selected concepts to describe these trends in this framework are written in a clear language, and they summarize clearly the theoretical and pedagogical materials for the audience of readers. Readers who wish to engage in further reading on certain concepts mentioned in this framework are invited to review the bibliographical list at the end of this work for additional information.
Author: Daniel Sperling
Chief Editor: Liat Josefsberg Ben-Yehoshua
Academic Advisor: Avi Hofstein
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Abstract:
The literature review examines successes and failures of reforms in scientific education from the past three decades in high schools in the US, England, Finland and Singapore, as well as international reforms in the organization of science teaching relating to content and pedagogy, and in particular integration of science, technology and society (STS). The reforms reviewed
relate to various areas and their combination, including reforms in curricula and their contents; reforms in scope, frequency and coordination of science education; reforms in the goals of science education (science literacy) and reforms in pedagogy (inquiry-based teaching, problem solving and cooperation-based teaching, interconnected teaching, contextbased learning, critical thinking teaching and teaching for interest in learning). The review also covers reforms in teacher training, reforms in evaluation of science education and its components, and reforms in the means and infrastructure of scientific education and its relation to technology.
Author: Daniel Sperling
Chief Editor: Liat Josefsberg Ben-Yehoshua
Academic Advisor: Irit Feldman
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Abstract:
The review describes and analyzes processes of novice teachers and their assessment. Such an examination is made through comparative analysis of different educational systems which are close to Israel in various relevant criteria. The countries which are discussed in this review are: US (Florida and California), Canada (Ontario), England, Sweden, Australia, Portugal, Italy, France, Germany and the Netherlands.
The review begins with an exploration of the topic and discusses induction programs for novice teachers. Specifically, it inquires about their special characteristics, structures and assessment.
In the second part of the review, a detailed analysis of elven models of licensing and assessments takes place. The licensing models vary from lack of license, license given by institution of teacher education, local authority, the state or independent bodies. The assessment models include domestic or self assessment and various external assessments.
The review concludes by summarizing the major characteristics of these different models and analyzing the question of whether such processes should take place at school or outside it.
Author: Amalia Ran
Chief Editor: Liat Josefsberg Ben-Yehoshua
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Abstract:
This review focuses on contemporary and historic databases on the education system in Israel, including sources on pre-school programs, elementary and secondary schools, institutions of higher education, and the non-formal education system. The survey maps the information, which was gathered from administrative sources, studies, and databases from public institutions, private institutes, and non-profit organizations. It includes sources, such as administrative files and statistical surveys, particularly databases, which contain the following details: information about students and their achievements, information about teachers and the pedagogical staff, information on educational institutions, information on education budgets and funds, information on infrastructure, non-formal education, and candidates for military service.
The aim of this review is to map the existing databases on education in Israel under the Initiative for Practical Research on Education by the Israeli National Academy for Sciences, which investigates the use of measurable longitudinal data as a source of information for policy and educational programming in Israel: longitudinal surveys as a case study. In order to complete this mission, the review will present three types of databases: open databases, which are available for the public; semi-open databases, which require entry permissions; and classified databases, which are not open for the public. The information was gathered from administrative sources, surveys, and databases from public authorities, private institutes, and non-profit organizations, and it will be presented as follows:
- Principle institutions in Israel and the description of their mapped databases, including data on national level or based upon samples, which represent the research population.
- Additional databases held by major municipalities, educational networks, and nonprofit organizations.
- Other databases created specifically for researches on education. These databases will be organized in a bibliographic list.
Author: Daniel Sperling
Chief Editor: Liat Josefsberg Ben-Yehoshua
Academic Advisor: Gal Fisher
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Abstract:
This literature review offers an analysis of central concepts related to methodologies of innovation in the technological, social and business spheres, as well as in the third sector. In this framework, the review examines four types of methodological models, their goals, products and practices: technological Agile methodologies, the Lean Strat-up model in the business sector, grassroots innovation models, and the SROI model for social investment return.
A Scientific literature review for the Expert Team Project Report
Authors: Amalia Ran and Liat Josefsberg Ben-Yehoshua
In: Busharian, O. (ed.) (2017). Using Longitudinal Data as a Source of Information for Education Policy and Programs in Israel, Project Report. Jerusalem: The Initiative for Applied Education Research, Israel Academy of Sciences and Humanities
Pages: 27-32
Administrative Databases on Education in Israel
Summary
This review focuses on contemporary and historic databases on the education system in Israel, including sources on pre-school programs, elementary and secondary schools, institutions of higher education, and the non-formal education system. The survey maps the information, which was gathered from administrative sources, studies, and databases from public institutions, private institutes, and non-profit organizations. It includes sources, such as administrative files and statistical surveys, particularly databases, which contain the following details: information about students and their achievements, information about teachers and the pedagogical staff, information on educational institutions, information on education budgets and funds, information on infrastructure, non-formal education, and candidates for military service.
The aim of this review is to map the existing databases on education in Israel under the Initiative for Practical Research on Education by the Israeli National Academy for Sciences, which investigates the use of measurable longitudinal data as a source of information for policy and educational programming in Israel: longitudinal surveys as a case study. In order to complete this mission, the review will present three types of databases: open databases, which are available for the public; semi-open databases, which require entry permissions; and classified databases, which are not open for the public. The information was gathered from administrative sources, surveys, and databases from public authorities, private institutes, and non-profit organizations, and it will be presented as follows:
- Principle institutions in Israel and the description of their mapped databases, including data on national level or based upon samples, which represent the research population.
- Additional databases held by major municipalities, educational networks, and non-profit organizations.
- Other databases created specifically for researches on education. These databases will be organized in a bibliographic list.