The purpose of this study is to identify the unique features that gifted students perceive to be essential in their teachers. In this qualitative, one-year study, data and responses from 15 gifted students in a high school in an Arab village in northern Israel were gathered from interviews, students' personal diaries, and "letters of recommendation" that they were asked to write. The findings revealed that gifted students defined a good teacher through three major categories: 1) qualities in teachers; 2) excellent teaching; and 3) the unique qualities of the individual student-teacher relationship. Teachers of gifted students should ideally have unique personal, intellectual, and didactic characteristics and a unique attitude that empowers their students to realize their potential. Students place more importance on the inherent personality of the teacher than on acquired teaching skills. The findings point to a need for assessment of teachers for both personality and professional qualifications before they are assigned to the gifted classroom, and for special courses to train teachers of gifted students.
This study examined learning-disabled (LD) students' subjective interpretation of their sociocultural reality during the transition periods into junior high school. LD students are liable to have emotional, psychological and social problems: they are prone to anxiety, depression, and behavioral disorders, as well as feelings of low self-esteem and social isolation. These may lead to genuine crisis during the already difficult transition from elementary school to junior high. Research in the form of in-depth interviews was conducted on a sample of 12 LD adolescent, junior-high students. The findings point to three main concerns of LD adolescents regarding their transition to junior-high: A sense of isolation, a lack of social and adaptation skills, and a poor relationship with teachers. The findings of this study may be useful for planning intervention and prevention programs that provide support and assistance for LD students' adaptation. It is crucial to assist LD students to develop and cultivate social and educational skills during the transition period, thus allowing them to learn how to cope, not only during this crisis period, but with other life situations.
The current research is based on the examination of the relationship between the level of the teacher's motivation, and between the leadership of the manager and the educational climate, and because of the scientific importance attributed to the term of motivation and its impact on the quality of the work. In the current research, we examine a part of the factors that could affect the level of the teacher's motivation. Therefore, the goal of this research is to enrich the existing knowledge in the field of motivating teachers by proposing and testing a theoretical model, in order to explain the difference in the motivations through interaction between personal variables for leadership of the manager and the environment (school climate), and the research group that has been tested, and consists of Arab teachers in Israel. The question that led to this study is: to what extent the level of motivation can be explained through leadership, school climate and work stress? The main hypothesis of this study is a positive relationship between the level of the teacher's motivation, the manager leadership, and the school climate. In addition this research claims that work stress is the mediator variable which supports the previous relationship. The research was conducted in the framework of a survey, which included 200 teachers of teachers among Arabs in Israel, so that the method of selection of the participants in the survey was random. The main conclusion of this study is that the most influential factor on the motivation of teachers is the principal's leadership. Apparently, the great majority of the population of teachers in the Arab sector in Israel is influenced primarily by their direct manager, rather than from the work environment. In other words, Israeli Arab teachers prefer to receive positive feedback and strengthening through the continuance of their work, from their immediate manager, and they don't necessarily rely and get stronger from a cooperative atmosphere.
The purpose of this study is to identify: the fluctuations and the changes in the social work profession in Israel reflected in the perceptions of veteran social workers, the origins of the profession in Israel, and the changes in the role of the social worker from its inception in Israel until today. This study used a qualitative research method. Interviews were conducted by students studying for their master of social work degree in the school of social work and social welfare at the Hebrew University of Jerusalem in a course on the historical and philosophical origins of the social work. the findings highlight the differences in the veteran social workers' perceptions of the definition, nature, and role of social work in the country that parallel major developments of the profession in the country from its first days until the present, as reflected in the different periods of growth, expansion and development of the state of Israel.
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