Honors Students’ Perceptions of a Course Using Project-Based Learning Addressing Multiculturalism Preparing Them to Pay It Forward

This study examined perceptions of honor students (N = 30) studying at a college of education in Israel regarding the contribution of a course using project-based learning (PjBL) to their competencies and preparing them to pay it forward. The course aims were to expose students to PjBL in the topic of diversity, plan and carry out community involvement projects, and gain insights for future application. Student were asked to evaluate the course objectives. Research tools comprised a diary and a semi-structured interview. Analysis using grounded theory yielded three categories of student development: cognitive, personal-leadership, and pedagogical competencies. Findings indicate that honors students have acquired cognitive competencies related to knowledge about multiculturalism and children’s rights, as well as problem-solving skills. They have developed personal and leadership competencies such as group management and decision-making, as well as pedagogical competencies gaining a deeper understanding of PjBL and how to apply it. Findings may suggest that honors students have benefited from the combination of ideas on living together using PjBL and preparation for paying it forward. Implications for general teacher education are discussed.

Division of Roles in Homeschooling: Desire and Ability to Change Places

In Israel, like the rest of Western society, women are still largely responsible for childcare and housework. In homeschooling families, this division is even more prominent. This article explores homeschooling mothers’ perspective on role division. Using the auto-ethnographic-phenomenological approach to qualitative research of individual perceptions and experiences, I recruited a purpose-focused sample of 27 homeschooling mothers. Using interviews and personal logs (or diaries), I obtained data that underwent thematic analysis. The study findings indicate that mothers like being with their kids and that most of them would not want to change places with their partner, but the question arises as to whether there is a real possibility of choosing.

Youth Education with Proverbs: A Case Study of Polish Proverbs about Work

This paper focuses on the place of metaphorical narratives in education and in young people’s perceptions of work. Paremiology—the study of proverbs—explores cultural stipulates as scripts imprinted in proverbs, based on metaphor and metonymy, stored in collective wisdom. The article aims to present typical features of proverbs, indicating their potential in teaching: for example, helping in value clarification and career planning based on metaphorical narratives found in youth discourse. The paper discusses theoretical and methodological issues and the potential of applying them in education. First, the basic theoretical assumptions referring to language and culture are introduced, alongside the phenomenon of reasoning through proverbs. Then, proverbs are described, and their use in cross-cultural linguistic research is justified. The new concept of the paremioscript is introduced to demonstrate the power of proverbs in youth culture, and a few case studies are presented as metaphorical carriers of folk wisdom in the collective memory. The paper concerns the mechanism of valuing and embodiment in proverbs and finally discusses the advantages and limitations necessary to be considered in applying paremiology in education.

Fin-de-Siècle Rural Teachers in the French Third Republic and in Hebrew Galilee Moshavot

In 1882 modern education in both France and the Galilee began a massive and continuous penetration into rural zones, followed by deep tensions between modernist teachers and local conservative populations. Many similarities existed between those two seemingly unconnected rural environments. This article analyzes the essence and the significances of similar features of the above processes and considers whether they might be the result of transnational influences. In both arenas, tensions between teachers and peasants reflected open and hidden social, political, and cultural differences. Peasants could hardly understand the efforts teachers were required to invest; they saw in them threatening representatives of external authorities—the Third Republic in France or the Jewish Colonization Association (JCA), the dominant philanthropic association in the Galilee. Main contestations concerned religion, which, for the teachers, became a symbol of all the negative aspects of peasant societies. Teachers also made great efforts to implant notions of romantic nationalism into societies to which such concepts were alien. Such attitudes were translated into thorny conflicts of influence between teachers and parents in rural communities. Consequently, teachers remained in practice socially semi-excluded.

Career Realization Model: Perspective of Individual Values and Attitudes, as an Educational-Developmental Tool for Teachers and Advisors

This article presents a theoretical model for career realization, the basis for which is the assumption that an individual independently shapes their career, where career is interpreted as the implementation of accepted values that determine a person’s attitudes and behaviors. It characterizes contemporary careers and analyzes the issue of values as the basis for action in relation to career realization. A career model based on accepted values and demonstrated attitudes illustrates certain regularities in the methods of career realization with regard to the possibility of change and the actualization. The model indicates an axiological scope of the career realization process, constituting a proposition for discussion and thought on the methods of interpretation of career, its course, and its determinants. It can prove useful in career counseling for students, adults, and active professionals, and in diagnosing their preferences, interests, attitudes, and value systems. It can also be used in designing curricula for pedagogy, psychology, sociology, human resources administration, and so forth, because it facilitates understanding of motives underlying human behaviors and actions in different situations in private and professional life.

Interprofessional Evidence-Based Practice Education: Impact on Organizational Culture in Healthcare Settings

A key strategy for improving the quality of health care is through the widespread implementation of evidence-based practice (EBP). Most importantly, EBP helps organizations achieve high reliability and a culture of safety. Research shows that EBP reduces morbidity, mortality, medical errors, and geographic variation in health care. This paper describes an interprofessional education intervention to transform clinical care and institutionalize EBP in one medical facility. Through the adoption of an intensive EBP training platform and the rapid implementation of EBP solutions to address traditional challenges, the organization is effectively accelerating its efforts to move from a health care system to a highly reliable system of health.

EFL Matriculation Exams for Deaf and Hard of Hearing Students: Polish and Israeli Experiences

In recent decades the significance of English as a lingua franca has been systematically growing: it is no longer simply the native language of some nations but is rather the language of science, business, education, and leisure around the world. Not surprisingly, there is a great demand to learn and know this language, which is mirrored by the importance placed on English teaching in national curricula and its presence as a mandatory exam subject in secondary education. While most students can follow such education programs smoothly, the group of D/deaf and hard of hearing learners (D/HoH) meet serious challenges when learning a foreign language without auditory input and require specific support and accommodations to meet the curricula requirements. This paper presents the issue of teaching English as a foreign language to D/HoH students in the context of their matriculation exams in two countries whose educational systems share some historical roots: Poland and Israel. The method used was document analysis in the framework of the cultural contexts of two educational systems. The results show similarities for educational expectations but also differences concerning the type and scope of accommodations for D/HoH students. The analysis leads to pedagogical recommendations for improving the quality of D/HoH students’ education in these two countries.

The Hidden Curriculum of Teacher Training

This opinion paper relies on classic and current literature as well as the author’s own expertise and perspective to propose a few core agenda points for teacher education and training in current contexts. It is suggested that although the Israeli (as well as other) education systems has systematically refrained from phrasing and implementing a comprehensive, strategic view of what education should be all about the emerging themes may serve as underlying guidelines for current and future teacher education program.

Emotional Education: A Selective Literature Review and an Emerging Model

This paper presents the concept of emotional education (EE) as one of the major challenges to the field of formal education. We posit that the main confusion about and lack of promotion of EE in most formal education settings stems from the lack of a coherent, consistent model that allows the asking of questions and that applies the concept in research and practice. We review the literature on EE and present new perspectives from which a new developmental model emerges, one that may help propel both research and educational practice in various settings.