Dror Abend-David Lecturer, Dept
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Name: Haim Shaked Date: July 2019 CURRICULUM VITAE Contact Information Mailing Address: Hemdat Hadarom College of Education
Name: Haim Shaked Date: July 2019 CURRICULUM VITAE Contact Information Mailing Address: Hemdat Hadarom College of Education POB 412 Netivot Israel 8771302 Phone Number: 972-52-2366-952 Email Address: [email protected] Higher Education 2014 Doctor of Philosophy Educational Leadership and Administration School of Education, Bar Ilan University Dissertation: Systems Thinking in School Leadership: Characteristics, Sources and Development Advisor: Prof. Chen Schechter Awarded a scholarship for excellence 2011 Master of Arts – cum Laude Religion, Science and Education School of Education, Bar Ilan University Thesis: Torah and Science Day School – What is it? Advisor: Prof. Deborah Court 2001 Bachelor of Arts Jewish Studies Bar Ilan University 1998 National Teaching Licensure Moreshet Yaakov College of Education Shaked, C.V. July 2019 1 Academic Ranks in Institutions of Higher Education 2018 – Present Senior Lecturer with tenure, Hemdat Hadarom College of Education 2016 – 2018 Senior Lecturer, Hemdat Hadarom College of Education Offices in Academic Administration 2018 – Present Vice President for Academic Affairs, Hemdat Hadarom College of Education 2017 – 2018 Head, Department of Education, Hemdat Hadarom College of Education Scholarly Activities outside the Institution Academic Journal Manuscript Reviewer 2017 – Present Journal of Educational Administration 2017 – Present Educational Management Administration & Leadership 2017 – Present International Journal of Leadership in Education 2017 – Present NASSP Bulletin 2016 – Present International -
Teaching Students' Understanding of Innovative Pedagogy
European Scientific Journal February 2017 edition Vol.13, No.4 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431 Teaching Students’ Understanding of Innovative Pedagogy Dr. Edni Naifeld, (PhD) Dr. Eitan Simon,( PhD) Ohalo College, Israel doi: 10.19044/esj.2017.v13n4p15 URL:http://dx.doi.org/10.19044/esj.2017.v13n4p15 Abstract The education system, is responsible for the training of each new generation, and consequently adapts itself over the years to changes in the surrounding society. Technological changes, the information revolution and changes in work habits necessitate fundamental change in teaching methods, so that it can appropriately prepare future generations for modern reality. The Teaching and Education College in northern Israel offers programs to train “future teachers”, highlighting dynamic environments, the integration of technology in teaching and innovative pedagogy. A qualitative study used an open-ended questionnaire to investigate students’ perceptions of the concepts “innovative pedagogy” and “integration of technology in teaching” during their first practicum year in the education system. Findings showed that the young students find it difficult to conceptualize these concepts and describe them in a superficial and concrete manner. Mediation is needed, to connect college learning of these concepts with the students’ practical work in the field. Keywords: Teacher- training, 21st century, education- technology, innovative-pedagogy, novice-teachers Introduction: One of the tasks of the education system is to prepare its pupils for adult life and successful integration within the employment market. The demands of this market alter with developments in industry, technology and science. In 1970, essential skills for most employees included reading, writing and arithmetic, yet at the end of the 20th century, employees were required to demonstrate ability for team work, problem-solving and interpersonal skills. -
Jeffreytwitchell-Waas “Poem Beginning 'The'” Has Been Described Aptly As Zu
“O my son Sun”: Poem beginning “The” JeffreyTwitchell-Waas “Poem beginning ‘The’” has been described aptly as Zukofsky’s “calling card” when in 1928 the young, unknown poet submitted it to Ezra Pound for publication in The Exile .1 All things considered, the poem was certainly a personal success, immediately introducing him to a world of relatively established modernist poets and the promise of further publication. Recently the poem has attracted a disproportionate amount of critical attention primarily because it addresses the intersection of and tensions between modernism and Jewishness, as well as having the advantage of appearing more accessible than the rest of Zukofsky’s major poems. However, the common reading of the poem, as centrally concerned with a young Jewish poet who must assert his ethnic identity against prevailing modernist ideologies that would marginalize him, is untenable. 2 It would be more plausible to read the poem as leaving behind such an identity or as explaining why he has already done so: although he certainly does not reject his Jewishness as an inevitable part of his make-up and work, he does reject Jewishness as an identity out of which he consciously writes or that would frame how he is to be read. In “Poem beginning ‘The’” poetic modernism (and to a degree political modernism) offers a way out of this narrower self-definition. A question that has not been asked is why “Poem beginning ‘The’” remains a one- off—there is almost nothing else like it in tone or manner in Zukofsky’s subsequent writing. One consequence is that whatever the intrinsic interest of the poem, it is a poor basis for making generalizations about Zukofsky’s poetry and attitudes. -
Yiddish and the Avant-Garde in American Jewish Poetry Sarah
Yiddish and the Avant-Garde in American Jewish Poetry Sarah Ponichtera Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 ©2012 Sarah Ponichtera All rights reserved All Louis Zukofsky material Copyright Paul Zukofsky; the material may not be reproduced, quoted, or used in any manner whatsoever without the explicit and specific permission of the copyright holder. A fee will be charged. ABSTRACT Yiddish and the Avant-Garde in American Jewish Poetry Sarah Ponichtera This dissertation traces the evolution of a formalist literary strategy through the twentieth century in both Yiddish and English, through literary and historical analyses of poets and poetic groups from the turn of the century until the 1980s. It begins by exploring the ways in which the Yiddish poet Yehoash built on the contemporary interest in the primitive as he developed his aesthetics in the 1900s, then turns to the modernist poetic group In zikh (the Introspectivists) and their efforts to explore primitive states of consciousness in individual subjectivity. In the third chapter, the project turns to Louis Zukofsky's inclusion of Yehoash's Yiddish translations of Japanese poetry in his own English epic, written in dialogue with Ezra Pound. It concludes with an examination of the Language poets of the 1970s, particularly Charles Bernstein's experimental verse, which explores the way that language shapes consciousness through the use of critical and linguistic discourse. Each of these poets or poetic groups uses experimental poetry as a lens through which to peer at the intersections of language and consciousness, and each explicitly identifies Yiddish (whether as symbol or reality) as an essential component of their poetic technique. -
Oranim Academic College Department of English Evaluation
Committee for the Evaluation of English Teacher Education Study Programs Oranim Academic College Department of English Evaluation Report April 2018 1 Contents Chapter 1: Background………………………………………………………………………………..…..….3 Chapter 2: Committee Procedures………...…………………….…….…………………………...……4 Chapter 3: Evaluation of English Teacher Education Study Program at Oranim Academic College………………….………………………..........................................….5 Chapter 4: Summary of Recommendations…………………………….……………….…..….15 Appendices: Appendix 1 – Letter of Appointment Appendix 2 – Schedule of the visit 2 Chapter 1: Background The Council for Higher Education (CHE) decided to evaluate study programs in the field of English Teacher Education during the academic year of 2016-2017. Following the decision of the CHE, the Vice Chair of the CHE appointed a Committee consisting of: Prof. Claude Goldenberg, Stanford University, USA - committee chair Prof. Charlene Rivera, The George Washington University, Washington DC, USA. Prof. JoAnn (Jodi) Crandall, University of Maryland, Baltimore County, USA. Prof. R. Malatesha Joshi, Texas A&M University, USA. Prof. Janina Brutt-Griffler, The State University of New York at Buffalo, USA. Prof. Penny Ur, Oranim Academic College, Israel. Prof. Bernard Spolsky (Emeritus), Bar-Ilan University, Israel. Prof. Hana Wirth-Nesher, Tel-Aviv University, Israel. Ms. Maria Levinson-Or and Ms. Molly Abramson served as the Coordinators of the Committee on behalf of the CHE. Within the framework of its activity, the Committee was requested to:1 1. Examine the self-evaluation reports, submitted by the institutions that provide study programs in English Teacher Education, and to conduct on-site visits at those institutions. 2. Submit to the CHE an individual report on each of the evaluated academic units and study programs, including the Committee's findings and recommendations. -
Walter Pater — Imagism — Objectivist Verse
22 WALTER PATER — IMAGISM — OBJECTIVIST VERSE Richard Parker (The University of Sussex) Abstract In this paper I make a two-fold argument; first that the Objectivist inheritance from modernism is, in a specific sense, Paterian, and secondly, that this Paterian influence (manifested principally in the form of the Paterian aesthetic moment) is not, as might be assumed, in conflict with the political tendencies exhibited by my central examples—Ezra Pound and Louis Zukofsky—but that the arguably apolitical aesthetic moment is in fact key to their political understandings. I will begin analysing how the Paterian moment lingers in Pound's poetry, especially his Imagist and Vorticist work, and is still at the core of his poetics when he begins The Cantos . I will then go on to argue that this same Paterian aesthetic moment continues in the early work of second-generation Modernists the Objectivists, and will look at the works of Louis as a representative example. I will then argue that this group of poets' Communism is not a break with their engagement with Paterian aestheticism, but that the Paterian moment is in fact alloyed with their understanding of Marxist-Leninism. The engagement with the far left that is generally supposed to mark these writers' defining divide with their modernist forebears will therefore be shown to be more closely linked to the older generation's practices than it might be thought and I will, finally, question the apparently aesthetic basis of Pound's alignment with the far-right. A consensus has developed regarding Walter Pater's influence upon the early stages of literary modernism. -
DESIGN and PRODUCT SPECIFIER Summer
20 19 Spring DESIGN AND PRODUCT SPECIFIER Summer YEAR-ROUND COVERAGE of the education facility market NOW 3X PER YEAR Spring (April), Summer (June) and Fall (October) editions Fall Thought Leadership Content From Practitioners: Columns, Articles, Editorials, Research, Case Studies and AWARD WINNING SPACES! E-News and Product Trends Photo: Robert Benson Photography learningbydesign.biz 20 19 Learning By Design: Credentials SPRING 2018 THE PREMIER SOURCE FOR EDUCATION DESIGN INNOVATION AND EXCELLENCE For 28 years Learning By Design has been a school and university leaders guide to education architecture, design, and facility N G B Y I D E N S R I A G E N B L I N G Y D N E R S OUTSTANDINGOutstanding I A G E PROJECTProject N L Architectural Awards Grand Prize 2018 Grand Prize AwardShowcase FALL 2018 knowledge. Showcasing projects, case studies, 2018 COLLEGE/UNIVERSITY PROVIDENCE COLLEGE—ARTHUR F. AND PATRICIA RYAN CENTER FOR BUSINESS and research that exemplify how the design N G B Y D N G B Y STUDIESI E I D E N S N S R I R I Providence,A RI G A G N E E N L L SMMA Citation of Honorable Photo: © ExcellenceGustav Hoiland/Flagship Photo Mention of the physical space can impact teaching, 2018 2018 Jury comments: “Excellent creation of public student space and flexible classroom. This is a very learner centered facility, it is THE PREMIER SOURCE FOR EDUCATION DESIGN INNOVATION AND EXCELLENCE programing, and academic outcomes. a truly integrated project to both the exiting building and the campus as a whole.” “Spirit of quality is expressed in materiality.” “This project does what it said it was going to do.” Learning By Design tri-annually publishes Waukee Innovation and Learning Center CannonDesign in association with INVISION Photo: CannonDesign Awardsin association with INVISION of education facility design compendiums drawn “This is a Excellence from its own or partner national education very learner- centered architectural awards programs. -
Gender Effect on Student Teachers' Attitudes Toward Peer Feedback in a Wiki Learning Environment Yehuda Peled, Western Galilee
Gender Effect on Student Teachers' Attitudes toward Peer Feedback in a Wiki Learning Environment Yehuda Peled, Western Galilee College, Israel Rakefet Sharon, Ohalo College, Israel The Asian Conference on Society, Education & Technology 2014 Official Conference Proceedings Abstract The focus of this research is pre-teachers’ attitudes toward peer feedback in a wiki learning environment and its relation to their self-esteem. Results indicate that women find it harder to give and receive feedback. Men agree more with statements that represent high self-esteem. Women agree more with statements which represent lower self-esteem and learning from others. A correlation exists between self-esteem and readiness to give and receive feedback. Self-esteem has a gender-related influence on the willingness to give and receive feedback. Gender influences the tendency to pass the responsibility for feedback to the lecturer. This paper discusses the implication of these findings, as they relate to the education system with its majority of female teachers. We discuss the influence of these findings on the preparedness of the system to embrace meaningful learning based on critical thinking and constructive feedback, which are based on self-confident teachers and willingness to give and receive feedback, both from students and teachers. In conclusion, we discuss the following issues: How well do colleges prepare teachers for the task of building evaluation processes that include critical thinking and feedback both from peers and students? Does teacher training -
INTEGRATING ARAB and JEWISH STUDENTS in COLLEGES in ISRAEL: OHALO COLLEGE AS a CASE STUDY Saleh Kharanbeh Ohalo College ABSTRACT
International Journal of Asian History, Culture and Tradition Vol.5, No.2, pp.18-31, June 2018 ___Published by European Centre for Research Training and Development UK (www.eajournals.org) INTEGRATING ARAB AND JEWISH STUDENTS IN COLLEGES IN ISRAEL: OHALO COLLEGE AS A CASE STUDY Saleh Kharanbeh Ohalo College ABSTRACT: The present article attempts to check the possibility of integrating Arab and Jewish students in colleges in the state, the current integration at Ohalo College is used as a case study. Participants comprised thirty Jewish and Arab, male and female students at Ohalo College in Katzrin, Israel. The current study investigated whether such integration can promote peace between Jews and Arabs. Aspiration for peace is a significant value of life in Israel, and it appears in various contexts and in political discussions. Peace promotes tolerance, prevents violence, and creates dialogue among the parties. Education for peace, which is expressed in integrating Jewish and Arab students, increases the value of higher education in general and the value of education for the Arab community, in particular, due to the inferior status Arabs in the state.The current study discusses the existing types of integration besides the integration possibilities in various academic institutions along with the hardships and obstacles that prevent Arab students from integrating as equals in the Jewish community. KEYWORDS: Arab Student, Jewish Student, Peace, Israel INTRODUCTION Historical Background The question of why there is need for integrating Arab and Jewish students in colleges in Israel and the historical background of such a need will be discussed. The hard situation of Arab citizens in Israel stems from their inferior position as an ethnic minority. -
Research in Educational Administration & Leadership
Research in Educational Administration & Leadership Volume: 5, Issue: 1/March 2020 Decision-Making Processes Using WhatsApp Emanuel Tamir Ohalo college of Education, Katzrin, Israel Ran Etgar Ruppin College, Faculty of Engineering, Israel Daniel Peled Open University, Ra'anana, Israel Article Abstract Info Smartphone applications have become increasingly popular, Article History: influencing functioning in all life domains. This study Received February, 09, 2019 investigated the influence of the WhatsApp application on decision-making processes among kindergarten-managers. The Accepted research aimed to investigate the types of decisions made using June, 30, 2019 WhatsApp. To examine this, a 3-phase mixed-method research was applied: (1) 23 semi-structured interviews with kindergarten managers. (2) Analysis of 74 WhatsApp managers-parents conversations. (3) A questionnaire administered to 324 kindergarten-managers. The managers Keywords: reported a constant pressure for an immediate reaction and Decision- rapid decision making. Despite the pressure, managers claim making, Managerial they can limit the decision making to simple decisions and decisions, WhatsApp, postpone complex decision making to off-line procedures. Yet, Kindergarten- analysis of the questionnaire results indicate that this claimed managers, Complex ability to differentiate and limit the decision making to simple decisions ones, is not the general case: managers who benefitted more from WhatsApp tended to broaden the decision-making scope to all types of decisions. The expectation is that, as WhatsApp benefits to managers Tamir, Etgar & Peled (2020). Decision-making processes using Whatsapp … become more and more evident and the pressure to respond quickly increases, the barriers will tend to fall down, and more complex decision will be made on-line with the evident implications. -
Effeminizing Louis Zukofsky Louis Zukofsky Şiirleri Ve Şiirin Cinsiyeti
Man Engendered: Effeminizing Louis Zukofsky Louis Zukofsky Şiirleri ve Şiirin Cinsiyeti Dror Abend-David University of Florida, US Abstract This article considers the poetry of Louis Zukofsky, who writes from the margins of American society in the beginning of the twentieth century as he comes from a poor family of Jewish immigrants. The article applies a number of attributes that are associated with Women’s Poetry to Zukofsky’s work. The purpose of the article, however, is not to demonstrate that Zukofsky’s poetry is feminine, but that literary characteristics that are labeled feminine are common to writers of different backgrounds that are forced to create from the margins. Such writers are forced to merge the public and the personal and to deconstruct poetic norms, creating new forms of self-expression that will contain their different identities. Keywords: Zukofsky, Gender, Jewish Culture, Identity, Social Hierarchy. Öz Bu makalede, Yahudi göçmeni fakir bir aileden geldiği için yirminci yüzyılın başlarında Amerikan toplumundan dışlanmış bir yazar olan Louis Zukofsky’nin şiirleri ele alınmıştır. Zukofsky’nin eserleri, “kadın yazını” ile ilişkilendirilerek birçok açıdan incelenmiştir. Ancak makalenin yazılış amacı Zukofsky’nin şiirlerinin kadın şairlerin eserleriyle benzerliklerinin olduğunu göstermek değil, kadın şairlere özgü olarak nitelenen yazın özelliklerinin, aslında toplum dışına itilen tüm yazarlarda görüldüğünü açıklamaktır. Böyle yazarlar, toplumla kendi kişiliklerini harmanlayıp alışılmış şiir yapılarını yıkar, özgün kimliklerini yansıtıp kendilerini ifade edebilecekleri yeni yapılar oluşturur. Anahtar Kelimeler: Zukofsky, Toplumsal Cinsiyet, Yahudi Kültürü, Kimlik, Toplumsal Hiyerarşi. To say that she just ‘happened to be a woman’ is to suggest that gender is irrelevant, that it is immaterial to the production and the reception of poetry. -
List of Higher Education Institutions Applicable for Financial Aid As Recognized by the Student Authority
List of Higher Education Institutions applicable for financial aid as recognized by the Student Authority: Universities: ● Ariel University, Shomron ● Bar Ilan University ● Ben Gurion University of the Negev and Eilat Campus ● Haifa University ● Hebrew University of Jerusalem ● Open University of Israel ● Technion- Israel Institution of Technology, Haifa ● Tel Aviv University ● Weizmann Institute of Science, Rehovot Colleges and Academic Institutions: ● Achva Academic College, Kiryat Malachi ● Ashkelon Academic College ● Western Galilee College, near Akko city ● Hadassah Academic College, Jerusalem ● Kinneret Academic College, Jordan Valley ● Sapir Academic College, near Sderot ● Max Stern Academic College of Emek Yezreel, near Afula ● Zefat Academic College ● Tel Aviv – Yaffo Academic College ● Tel-Hai Academic College ● Ruppin Academic Center, near Netanya Colleges and Institutions of Higher Education in the Fields of Science, Engineering and, Liberal Arts: ● Afeka – Tel Aviv Academic College of Engineering ● Jerusalem College of Technology- Lev Academy Center ● Bezalel Academy of Arts and Design, Jerusalem ● The Jerusalem (Rubin) Academy of Music and Dance ● The Braude ORT College of Technology, Karmiel ● Azrieli College of Engineering, Jerusalem ● Sami Shamoon College of Engineering, Beer Sheva and Ashdod Campus ● Shenkar College of Textile Technology and Fashion, Tel Aviv ● The Holon Center for Technology Studies Institutions of Higher Education Recognized by the Student Authority, not subsidized by the Israeli Government *These Institutions are recognized by the Committee of Higher Education, and are recognized for financial aid by the Student Authority. *Tuition Cost for the following institutions is higher than 25,000-35,000 Shekels a year. *The Student Authority provides financial aid equivalent to regularly subsidized tuition costs of 11,000 Shekels yearly for Undergraduate Degree and, 13,700 Shekels for Master's Degree.