Israeli High School Research Articles

Attitudes of Israeli Youth Toward the Middle East Conflict

This article examines and analyzes the results of a 1976 survey of Israeli high school students. Special attention is given to their views on Middle East conflict issues and overall attitudes toward, beliefs about, and perceptions of that conflict. A number of relationships are found between respondents' conflict attitudes, beliefs, and perceptions and their socio- economic, contextual, and political characteristics. Several comparisons are drawn with other, related studies and research. Some implications for the present and future direction of the Middle East conflict and peace processes are discussed. Last, a few areas and topics for additional research and analysis are outlined.

Handedness in Israel

The handedness scores in 1171 Israeli high school students were found to be independent of ethnic origin, socio-economic class and reading direction. Contrary to other reports, sex differences were found neither between the mean handedness scores nor between the distribution of scores. The trends were in the expected direction—males were slightly less right handed than females—which was probably due to a higher percentage of males in the weak right handed range. The Israeli distribution was found to be significantly different from Taiwanese [1] and British [2] populations reported in the literature. Cultural and genetic factors giving rise to the differences in the distribution are discussed.

The Potential Role of Examinations in Innovative Curricula

F OR MANY YEARS THE UNITED STATES has played a leading role in both designing and implementing new science curricula and structuring and using a variety of tests to assess student achievement. Recently the use of standardized tests has been severely criticized. The major arguments advanced by the critics assert that standard-. ized tests in their present form fail to measure important outcomes and therefore present a distorted picture of student achievement. In addition, because administrators, teachers, students, parents, and employers often base their decisions on the results of standardized tests, these tests tend to dictate and shape what is being studied in the schools very narrowly rather than to reflect a curriculum that is designed to achieve a variety of important objectives. One way to overcome this problem is to abolish external examinations. Initially, this appears to be an attractive suggestion. However, a close analysis of how schools, students and teachers operate and relate to learning, as well as a careful consideration of the means available to maintain acceptable standards of achievement, should deter us from adopting this easy approach. I suggest that instead we should try to improve our testing procedures. Can we not use examinations as an integral part of our curriculum and instruction? Is it not possible to use examinations as an asset rather than as a constraint? The following example illustrates how we might implement these ideas. All students in Israel study biology for three periods each week up to the end of the ninth grade. Many continue their studies in the tenth grade. In the ninth and tenth grades, their courses are based on an adaptation of the BSCS Yellow Version. Students who elect to major in biology continue their studies with five to six periods each week in the eleventh and twelfth grades. The BSCS Second Course, analysis of research papers, projects, open-ended laboratory investigations, and extensive work in field biology constitute the curriculum for majors. What is expected of these students? Program objectives include the following: 1. Acquisition of functional knowledge based on the major themes and principles of inquiry in biology. 2. Familiarity with common plants and animals in their natural habitats. 3. Knowledge of and ability to apply the intellectual skills and processes of inquiry that characterize biology. 4. Ability to cite examples illustrating the fluid nature of biological knowledge. 5. Ability to apply knowledge, ideas, principles and skills in (a) critical analysis of an unfamiliar research paper; (b) designing and carrying out biological investigations in the laboratory, in the field, and in the library; and (c) solving problems and producing new knowledge. A comprehensive examination that reflects the major objectives and learning experiences of studying biology for four years has been designed. This examination, developed and improved over the past several years, has played a major role in the implementation of inquiryoriented learning of biology in Israeli high schools. I believe that biology educators in other countries can draw some useful conclusions from the following case study.

Attitude change in desegregated Israeli high schools.

Attitude change in desegregated Israeli high schools.

Attitude change in desegregated Israeli high schools.

Attitude change in desegregated Israeli high schools.

Ego Identity: Effects of Ethnocentrism, Ethnic Identification, and Cognitive Complexity in Israeli, Oriental, and Western Ethnic Groups

This study investigated the relationship of ego identity to ethnocentrism, ethnic identification, and cognitive complexity. A sample of 378 Israeli high school students were administered: (a) the Adolescent Ego Identity Scale, (b) Ethnocentrism and Ethnic Group Identification Scale, and (c) Role Repertory Test. In a four-way analysis of variance, low as compared to high ethnocentric persons were higher in ego identity. Persons with high as compared to low ethnic identification were higher in ego identity. An inverted U-shaped relationship was found between ego identity and cognitive complexity only for the Western group. Ego identity, however, was related to the interaction of ethnic group, ethnocentrism, and ethnic identification, indicating the importance of considering all three ethnic variables simultaneously. While ethnocentrism was related to ego identity in both ethnic groups, ethnic identification was related to ego identity only in the Oriental group, among whom those with low ethnocentrism and high ethnic identification achieved the highest ego identity score. A social-personality explanation was used to interpret the results.

Some correlates of the choice of educational streams in Israeli High Schools

Some correlates of the choice of educational streams in Israeli High Schools

The effect of cognitive style and manifest anxiety on intellectual and vocational interest in adolescents

The relationship of cognitive and emotional factors to concurrent fields of interest and future vocational preferences were examined in a sample of Israeli high school children. Divergent thinking, anxiety, occupational preference, and fields of intellectual interests were measured. High divergent thinkers were found to have a wider range of interest, i.e., tend to choose occupation and free time intellectual interests in different fields. High anxious subjects, were found to have a narrow range of interest, choosing occupation and free time interest in the same field. They also seem to be more affected by the social prestige value of the occupations in their choice than are low anxious subjects. A strong and significant negative correlation was found between manifest anxiety and divergent thinking. The results suggest that scores on tests of divergent thinking and manifest anxiety may provide useful information for the school or vocational counselor.

The measurement of the interest in, and attitudes to, laboratory work amongst Israeli high school chemistry students

The measurement of the interest in, and attitudes to, laboratory work amongst Israeli high school chemistry students

The Israeli High School Biology Project: A Case of Adaptation

The Israeli High School Biology Project: A Case of Adaptation

The Israeli High School Biology Project: A Case of Adaptation

The Israeli High School Biology Project: A Case of Adaptation

Religiosity and Authoritarianism

Summary We investigated (a) whether authoritarianism leads to religiosity or religiosity leads to authoritarianism, and (b) the relationship among Israelis between degree of religiosity and authoritarianism. The sample consisted of 176 Israeli high school and 125 college students. Four groups were isolated: religious sons of religious parents, religious sons of nonreligious parents, nonreligious sons of religious parents, nonreligious sons of nonreligious parents. The findings showed that the religious son of a religious family was more authoritarian than a nonreligious son of a religious family but not significantly more authoritarian than the religious son of a nonreligious family. These findings are interpreted as supporting the position that authoritarian individuals are attracted to an orthodox doctrine. The findings also disclosed for the Israel sample a high association between religiosity and authoritarianism.

Communicative patterns of self-disclosure and touching behavior.

Summary One hundred ninety, male and female Israeli high school students responded to questionnaires inquiring into self-disclosure and touching behavior toward four target persons: father, mother, same-sex friend, and opposite-sex friend. The results confirmed the hypothesis that the two patterns were significantly positively correlated, indicating a consistent structural context expressed through interpersonal interaction. The results also found that the males engaged in significantly more touching behavior than the females, while for self-disclosure the trend was reversed. The implications of these and other findings are discussed in terms of sub- and cross-cultural norms in personality research.

THE STUDY OF LANGUAGE ATTITUDES

THE STUDY OF LANGUAGE ATTITUDES

Attitudes of israeli high school students towards physics

Attitudes of israeli high school students towards physics

The structure of occupations by interests—A smallest space analysis

Two hundred and twenty boys and 296 girls in the last grade of Israeli high school were given an interest questionnaire drawn up according to Roe's (1956) occupational classification. Smallest Space Analysis of the responses produced an identical circular field structure for both sexes. The order of the fields was: Service-General Cultural-Organization-Business-Technology-Science-Outdoor-Arts and Entertainment. Within each field the occupational levels were arranged in hierarchic order. Facet analysis was used for the explanation of the results.

The relationship between intrinsic-extrinsic needs and occupational preferences

A sample of 80 boys and girls attending the 12th grade of academic high schools in Israel was asked to rank five occupations according to their individual preferences. The sample was divided into four equal groups and given five questionnaires, one for each occupation, consisting of intrinsic and extrinsic needs. The questionnaire was made up of a different combination of needs for each group. A positive correlation was found between the occupational preference ranking and the intrinsic but not the extrinsic needs.

’Inquiry Physics’ Program for Students-Implementation of Inquiry Learning in the Physics Lessons in the High School in Israel

Teaching of the Sciences recently emphasizes more than in the past the importance of the student’s experience in inquiry, in different places in the world in general and in Israel in particular. This article describes the process of scientific inquiry and the change of the perception of the role, both of the student and of the traditional teacher, in the performance of the inquiry process. The article presents different initiatives that integrate the learning of inquiry in the teaching of physics in the high school in Israel. These initiatives show that the inquiry laboratories have the potential to promote meaningful learning among the students, to increase the depth of their understanding of the scientific concepts and the understanding of the nature of science. The article focuses on ‘Inquiry Physics’ program for students and presents the goals, the target audience, the time framework, and the structure of this program. The program aims to assemble the different initiatives under one framework and to provide them with an appropriate place in the teaching of physics. The learning method of inquiry is now fledgling in the State of Israel and mainly in the knowledge realm of physics. Therefore, exposure to this program may contribute to the body of knowledge on the characteristics of learning and teaching through inquiry in general and on the teaching of physics in particular.

On the Continuum Between Educational and Academic Goals – Results from a Qualitative Research on Israeli High School Homeroom Educators and Subject Teachers

This research project presents different role perceptions regarding educational and academic aims, among high school instruction personnel.Since its foundation the Israeli education system has defined its role as a socialization agent as well as an academic institution. As national and international achievement tests became more widespread, the focus on academic aspect increased and the influence of academic excellence on school grading can be seen as more influential in comparison to educational achievements. Semi-structured interviews of 14 high school teachers – homeroom educators and subject teachers – were conducted. Results show that homeroom educators put more emphasis on educational aims while subject teachers put more emphasis on academic achievements. Their definition of success was a mixture of both objectives. Homeroom educators tend to apply educational inclusive practiceswhile subject teachers tend to apply instructional ones. International research emphasizes the importance of educational aims and inclusive practices in promoting academic achievements for all (OECD, 2010). The emphasis on evaluation and assessment of academic achievements may results in exclusive practices. These results suggest that adding educational achievements to schools' evaluation scales can encourage all instruction personnel to promote educational aims and inclusive practices as well as academic ones, thus contributing to schools' performance in evaluation tests.

Some Social Mechanisms Affecting High School Drop-Out in Israel

THIS PAPER DEALS with some social psychological reasons for dropping out of high school in Israel. In most selective high school systems, half of the students never graduate 1 and the lower the student's class origin, the higher the drop-out rate.2 Yet there seem to be factors other than class origin which lead to dropping out such as family cohesiveness,3 peer group membership,4 school climate 5 and mobility aspirations. In this paper we shall focus on mobility aspirations.