Naama Yehoshoa | Tel Aviv University (original) (raw)
Papers by Naama Yehoshoa
Studies in Educational Evaluation, 1979
Anthropology <html_ent glyph="@amp;" ascii="&"/> Education Quarterly, 2001
ABSTRACT National ideology, institutional arrangements, and immigrant community self-image should... more ABSTRACT National ideology, institutional arrangements, and immigrant community self-image should be taken into account in order to understand the way immigrant students insert themselves into their host society. We found that immigrant students from the CIS (the former Soviet Union) adopted a “semipermeable enclave” mode of integration into the Israeli education system in the 1990s. CIS immigrants' high self-esteem along with the schools' so-called “pluralistic ideology” and ineffective arrangements to apply the official assimilationist national ideology produced this new absorption pattern. Because immigrant children's integration into schools is a dynamic and dialectic process resulting from the interaction between immigrants and the host society, its analysis must take into consideration not only educational policies, but also social conditions such as power relations between different ethnic groups, as well as the characteristics of the specific immigrant community.
Journal of Research in Science Teaching, 1978
Cultural and intellectual heterogeneity in the schools of Israel have been mandated by the Minist... more Cultural and intellectual heterogeneity in the schools of Israel have been mandated by the Ministry of Education in a directive calling for the integration of students from various ethnic backgrounds as a means of acculturation. A team was appointed to develop a seventh-grade biology curriculum for classes which would include culturally deprived children. Twelve teaching strategies (Kaplan & Sabar, 1975a), previously reported as showing promise in the education of the culturally deprived, were incorporated in a course on aquatic zoo ecology. These strategies were designed to increase motivation, interest, confidence, and the comprehension of science content. They were included in a new teaching-learning model (described below), aimed at d i n g the level of cognitive performance and instilling a positive attitude, the target being students at the second ability quartile-one SD below mean IQ [rr = 100 (Ortar, 1967)j. This group includes a high concentration of "gifted culturally deprived" students with IQs ranging from 90-99. [Since intelligence and cultural origin have a high correlation in the population under investigation (SmbsQ & Yam, 1968), cultural and IQ heterogeneity are used synonymously.] Learning challenges were also provided for the advanced student# in the same class. This study attempted to answer the following research problem: Does the new teaching-learning model SignScantly improve the affective and achievement performance functions in the disadvilntaged segment of the heterogeneous class, while maintaining the performance levels and attitudes of the average and above-average IQ student? The Model An introductory lecture/discussion presented the unit concepts, augmented by learning aids and brief tasks. This was followed by an appropriate story and by a concept list to meet the needs of those students who learn best by memorization. As can be seen (Fig. I), the first lesson of the unit presented the same biological content in three different ways. In the second lesson, the students worked in the laboratory where they investigated related biological phenomena through manipulative and concrete experiences, testing hypotheses based on the same concepts presented in Lesson 1. The third lesson began with a 50-frame @ 1978 by the National Association for Research in Science Teaching
Qualitative Research, 2017
This article addresses ethical dilemmas linked to using in-depth interviews while researching ble... more This article addresses ethical dilemmas linked to using in-depth interviews while researching blended families in Israel, mainly during the analysis phase and while getting interviewees’ final written approval, prior to publication. Amongst the dilemmas presented are: should we publish statements that we thought might harm the interviewee even though we got their approval? Or those including pejorative statements on members of the interviewee’s extended family who weren’t asked for consent as they weren’t interviewed? We bring several types of changes our interviewees requested and demonstrate how we responded, not always successfully. Finally, we re-think dilemmas related to the complex issues of confidentiality and consent and raise questions – still open – these dilemmas generate. We discuss our own frustrations vis-à-vis the power vested with our interviewees that might affect the quality of any research when too many requests for substantial changes are done as a precondition f...
Studies in Educational Evaluation, 1979
Anthropology <html_ent glyph="@amp;" ascii="&"/> Education Quarterly, 2001
ABSTRACT National ideology, institutional arrangements, and immigrant community self-image should... more ABSTRACT National ideology, institutional arrangements, and immigrant community self-image should be taken into account in order to understand the way immigrant students insert themselves into their host society. We found that immigrant students from the CIS (the former Soviet Union) adopted a “semipermeable enclave” mode of integration into the Israeli education system in the 1990s. CIS immigrants' high self-esteem along with the schools' so-called “pluralistic ideology” and ineffective arrangements to apply the official assimilationist national ideology produced this new absorption pattern. Because immigrant children's integration into schools is a dynamic and dialectic process resulting from the interaction between immigrants and the host society, its analysis must take into consideration not only educational policies, but also social conditions such as power relations between different ethnic groups, as well as the characteristics of the specific immigrant community.
Journal of Research in Science Teaching, 1978
Cultural and intellectual heterogeneity in the schools of Israel have been mandated by the Minist... more Cultural and intellectual heterogeneity in the schools of Israel have been mandated by the Ministry of Education in a directive calling for the integration of students from various ethnic backgrounds as a means of acculturation. A team was appointed to develop a seventh-grade biology curriculum for classes which would include culturally deprived children. Twelve teaching strategies (Kaplan & Sabar, 1975a), previously reported as showing promise in the education of the culturally deprived, were incorporated in a course on aquatic zoo ecology. These strategies were designed to increase motivation, interest, confidence, and the comprehension of science content. They were included in a new teaching-learning model (described below), aimed at d i n g the level of cognitive performance and instilling a positive attitude, the target being students at the second ability quartile-one SD below mean IQ [rr = 100 (Ortar, 1967)j. This group includes a high concentration of "gifted culturally deprived" students with IQs ranging from 90-99. [Since intelligence and cultural origin have a high correlation in the population under investigation (SmbsQ & Yam, 1968), cultural and IQ heterogeneity are used synonymously.] Learning challenges were also provided for the advanced student# in the same class. This study attempted to answer the following research problem: Does the new teaching-learning model SignScantly improve the affective and achievement performance functions in the disadvilntaged segment of the heterogeneous class, while maintaining the performance levels and attitudes of the average and above-average IQ student? The Model An introductory lecture/discussion presented the unit concepts, augmented by learning aids and brief tasks. This was followed by an appropriate story and by a concept list to meet the needs of those students who learn best by memorization. As can be seen (Fig. I), the first lesson of the unit presented the same biological content in three different ways. In the second lesson, the students worked in the laboratory where they investigated related biological phenomena through manipulative and concrete experiences, testing hypotheses based on the same concepts presented in Lesson 1. The third lesson began with a 50-frame @ 1978 by the National Association for Research in Science Teaching
Qualitative Research, 2017
This article addresses ethical dilemmas linked to using in-depth interviews while researching ble... more This article addresses ethical dilemmas linked to using in-depth interviews while researching blended families in Israel, mainly during the analysis phase and while getting interviewees’ final written approval, prior to publication. Amongst the dilemmas presented are: should we publish statements that we thought might harm the interviewee even though we got their approval? Or those including pejorative statements on members of the interviewee’s extended family who weren’t asked for consent as they weren’t interviewed? We bring several types of changes our interviewees requested and demonstrate how we responded, not always successfully. Finally, we re-think dilemmas related to the complex issues of confidentiality and consent and raise questions – still open – these dilemmas generate. We discuss our own frustrations vis-à-vis the power vested with our interviewees that might affect the quality of any research when too many requests for substantial changes are done as a precondition f...