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Direct linkAvidov-Ungar, Orit; Ezran, Eliat – Leadership and Policy in Schools, 2020
Professional development communities (PDCs) are professional learning communities for teacher development in schools. Israeli educational reforms made principals responsible for staff professional development and introduced a teacher-led, PDC-based program called Hashkafa for teacher development. The current study examined principals' views…
Descriptors: Faculty Development, Teacher Attitudes, Communities of Practice, Principals
Friedman, Devora; Berkovich, Izhak – International Journal of Educational Management, 2020
Purpose: Principals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school…
Descriptors: Case Studies, Principals, Political Attitudes, Administrator Behavior
Becker, Anne – Human Rights Education Review, 2021
The aim of this paper is to search for possibilities to change the terms and content of conversations on colonial/decolonial human rights education. The content of conversations consists of what we know about human rights. The terms of conversations are the principles, assumptions, and rules of knowing in human rights education. The terms and…
Descriptors: Civil Rights, Course Content, Teaching Methods, Ethnocentrism
Gouzman, Roman; Kozulin, Alex – International Journal of Inclusive Education, 2011
The present study investigated the effectiveness of a cognitive enrichment programme as a tool for enhancing the chances of immigrant and minority students to be admitted to a technological college. Students received two weekly sessions (four hours) of "Instrumental Enrichment" (IE) during the second semester of the college preparatory…
Descriptors: Educational Change, Minority Groups, Enrichment, Program Effectiveness
Philippe Ruffio; Piia Heinamaki; Claire Chastang Tchoukaline; Anja Manthey; Veronika Reichboth – Education, Audiovisual and Culture Executive Agency, European Commission, 2011
The attached descriptions of higher education systems in the Tempus partner countries provide a tool for those who are either planning or already carrying out projects within Tempus. This document forms part of a series of four publications which have been produced for each of the regions covered by Tempus. The descriptions have been drafted by…
Descriptors: Higher Education, Foreign Countries, Educational Change, Educational Development
Peer reviewedGoldstein, Joseph – Planning and Changing, 1980
Describes an inservice education program designed to help principals translate the general aims of new curricula and innovation into specific objectives that can be implemented and whose implementation can be evaluated. (IRT)
Descriptors: Educational Change, Educational Innovation, Elementary Education, Foreign Countries
Peer reviewedDror, Yuval – Westminster Studies in Education, 1997
Presents the theoretical background of educational improvement and changes for implementing school-university partnerships in the framework of Oranim, Israel's largest teacher training college. Offers three models of co-operation between the teacher education program at Oranim and the educational field giving a description of the unique…
Descriptors: Beginning Teachers, College School Cooperation, Educational Change, Educational Improvement
Peer reviewedSabar, Naama – Journal of Curriculum Studies, 1983
In order for teachers to take a greater role in curriculum development, more trained curriculum coordinators are needed. A two-year Israeli course to teach skills in leadership, curriculum development, subject matter, and teaching techniques to future curriculum coordinators is described. (IS)
Descriptors: Comparative Education, Curriculum Development, Educational Change, Elementary Education
Mayer, Shoshana Ben-Tsvi – 1976
The Palestinian Jewish educational system grew out of urban schools established in the 1800s through the philanthropic efforts of the European Jewish communities and out of rural schools established at Kibbutzim from the turn of the century. Standards were set first by a Teachers' Association, then by the worldwide Zionist Organization, and…
Descriptors: Educational Change, Educational History, Elementary Secondary Education, Equal Education
