Cooperative learning in Israel: Historical, cultural and educational perspectives

Hertz‐Lazarowitz, Rachel; Zelniker, Tamar

doi:10.1016/0883-0355(95)93613-z

Cited by 16 publications

(7 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is difficult to enhance the inner motive, creativity, military service value, and training satisfaction of new recruits with existing recruit training, so a new learning method is needed. Therefore, the learning method to solve this problem is the Havruta learning method, a traditional learning method in Israel (Hertz-Lazarowitz and Zelniker, 1995). The Havruta is a learning method in which two people ask questions and discuss in pairs.…”

Section: *Inmentioning

confidence: 99%

Effect of Havruta learning method on training satisfaction of military recruits through the mediation of inner motive, creativity, and military service value

Kim¹,

Lee²

2023

Int. j. adv. appl. sci.

View full text Add to dashboard Cite

The purpose of this study is to analyze the effect of recruit training applied with the Havruta learning method on training satisfaction through inner motive, creativity, and military service value using a structural equation model. Havruta is a learning method in which two people ask questions and discuss in pairs, and it is an effective learning method to enhance inner motive, creativity, and military service value. For this purpose, inner motive, creativity, military service value, and training satisfaction were measured for 472 recruits who received training applying the Havruta learning method. Statistical analysis such as path analysis and multi-parameter model analysis was performed by inputting the measured values into the structural equation model (SEM). As a result of the CFA (Confirmatory Factor Analysis) of the SEM, the fitness index was found to be suitable as TLI=0.914, CFI=0.928, and RMSEA=0.080. Also, the validity index satisfied more than the criteria (AVE>0.5 and CR>0.7). As a result of the study, the Havruta effect of recruit training enhances inner motive, creativity, and military service value. As for the mediating effect of training satisfaction, inner motive and military service value had a significant effect, but creativity did not. The army needs to actively review the Havruta learning method in order to improve the satisfaction of recruit training of MZ generation soldiers. In the future, it will be a more meaningful study if you confirm the effect of training with the Havruta learning method on the training achievement of recruits.

show abstract

Section: *Inmentioning

confidence: 99%

Effect of Havruta learning method on training satisfaction of military recruits through the mediation of inner motive, creativity, and military service value

Kim¹,

Lee²

2023

Int. j. adv. appl. sci.

View full text Add to dashboard Cite

show abstract

“…This specific pattern in Israel may be explained by the less formal and more intimate social climate of Israeli society. This climate is characterized by mutual commitment due to the stress and crises in Israel (Hertz-Lazarovich & Zelniker, 1999).…”

Section: The Role Of Homeroom Teachermentioning

confidence: 99%

The Relationship Between Parents And Homeroom Teacher In Special Education In Israel

Weidberg¹

2022

European Proceedings of Educational Sciences

View full text Add to dashboard Cite

The relationship between parents and homeroom teacher constitutes a crucial issue in special education, particularly in Israel where the homeroom teacher has a key role in the classroom and in the school system. Yet, no appropriate tool was found in the literature review for measuring this relationship in the Israeli special education system. The purpose of the study was to develop a questionnaire for both parents and teachers, to evaluate their relationship. The paper presents the instrument's stages of development. First, statements were formulated based on a theoretical foundation that views the relationship via four components involving the homeroom teacher: professionalism, availability, trustworthiness and empowerment. Second, a process of validation by experts was conducted, followed by a pilot study. Reliability was tested through Cronbach's alpha and a final version was prepared, for teachers and parents separately. In view of the COVID-19 pandemic, which broke out after the development of the questionnaire had been completed, a section was added with reference to this period, in order to measure the relationship between parents and homeroom teacher in times of crisis. The discussion presents insights that arose in the process of developing the questionnaire (such as subject teachers' unawareness of the role of the homeroom teacher) and illuminates the possibility of utilizing the questionnaire in further studies on special education and in other countries.

show abstract

“…The work with the community was based on the concepts of C ooperation, namely maximizing the gains for the two groups (Deutsch, 1994; Hertz‐Lazarowitz & Zelniker, 1995), relevant and moral I nvestigation of social problems (Dewey, 1927), and implementing critical L iteracy that respects and empowers the subordinate group (Freire, 1985). These components were introduced into the C ommunity to create the spirit of holism, democracy, coexistence, and multiculturalism.…”

Section: Citywide Working Model: Cooperation Investigation Literacymentioning

confidence: 99%

Existence and Coexistence in Acre: The Power of Educational Activism

Hertz‐Lazarowitz¹

2004

Journal of Social Issues

Self Cite

View full text Add to dashboard Cite

This article presents a five-year action-research project of systemic change toward coexistence in Acre, a mixed Arab-Jewish city in Israel. Educational activism was the basis for this project. Because education in Acre was closely interwoven with discriminative politics, this project used a citywide systemic approach consisting of three layers: (a) work in schools that used cooperative learning to increase achievement, (b) work with parents in school-family literacy partnerships, and (c) work with the city's educational and political leadership for citywide change. Data presented for each layer show the potential of this long-term holistic approach to bring coexistence to the community even though regional and political factors worked against community coexistence.A community model of systemic change is presented in this article. This model was used in Acre, a mixed Arab-Jewish city in Israel. First, the background of the city will be described, followed by a description of action and research in three settings: the schools, the families, and the leadership in the city. Because Acre can be considered a metaphor for mixed Arab-Jewish life in Israel, the Acre experience can contribute to social scientific understanding in the field.In order to give the reader a sense of the feelings of participants in the Acre project, at the time, quotes from parents, educators, and the participants are

show abstract

Cooperative learning in Israel: Historical, cultural and educational perspectives

Cited by 16 publications

References 12 publications

Effect of Havruta learning method on training satisfaction of military recruits through the mediation of inner motive, creativity, and military service value

Effect of Havruta learning method on training satisfaction of military recruits through the mediation of inner motive, creativity, and military service value

The Relationship Between Parents And Homeroom Teacher In Special Education In Israel

Existence and Coexistence in Acre: The Power of Educational Activism

Contact Info

Product

Resources

About