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"Vidergor, Hava E"
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Coping with teaching in innovative learning spaces: challenges, insights and practices
The current study involved investigating elementary-and middle-school teachers' perceptions of teaching in Innovative Learning Spaces (ILS). ILS incorporating technology have been recently designed for many schools around the world wishing to update the teaching–learning process to fit students' needs in the twenty-first century. Thirty-four elementary- and middle-school teachers participated in the study, which contributes to the field by capturing a wider perspective of teachers' perceptions and practices using two qualitative tools: semi-structured interviews and observations. Four aspects of teaching in ILS found challenging by both elementary- and middle-school teachers were identified, as well as insights into coping. Within these areas, minor differences were detected because of difference in the nature of teaching in both types of schools. Teacher practices echoed identified challenges, showing difficulties in diverging from traditional teaching strategies when transferring to ILS. The main conclusion is that the transition to teaching in ILS needs to address the issue of changing teachers' habits and strategies in all areas. Based on this, a recommended four-stage PD program for applying and sustaining the novel teaching–learning strategies can prevent a relapse into traditional and familiar ways of teaching, which reduces the effectiveness of ILS.
Journal Article
Multidimensional Curriculum Enhancing Future Thinking Literacy
The book presents an innovative Multidimensional Curriculum Model that develops future thinking literacy among all ages and levels of school students. It combines theory and practice with each chapter highlighting a strategy or thinking tool, followed by a unit description and lesson plans.
eBook
Applied Practice for Educators of Gifted and Able Learners
This book is a comprehensive study and guide for the classroom teacher, the gifted program coordinator, and the graduate student, who are challenged daily to provide for individual children who differ markedly but come under the umbrella of giftedness. It serves as a wellspring that derives from theory while it offers practical application of theoretical construct in a wide variety of international settings from leaders in the field who demonstrate implementation of proven and field-tested techniques and alternative scenarios to accommodate every classroom situation.
eBook
Gifted Israeli Students' Perceptions of Teachers' Desired Characteristics: A Case of Cultural Orientation
Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high-school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant effects of culture, gender, and grade level were detected for all three dimensions. We suggest that differences stem from collectivist/individualist cultural orientations and girls' status aspirations. Thus, students' perceptions of teachers' desired characteristics have to be discussed in relation to their cultural background and schooling. A new lens for examining teaching of gifted students is offered, along with practical implications for teacher-certification programs.
Journal Article
The Multidimensional Curriculum Model
Have you stopped to think how education will look like in ten, twenty, fifty, or a hundred years from now? This type of thinking or perspective is usually utilized by experts who have developed a profound understanding in a specific field based on the professional knowledge acquired over time.
Book Chapter
Who is the Best Teacher of Gifted and Able Students?
Who is the best teacher of gifted and able students? Experts often speculate whether teachers of the gifted need to be gifted themselves, in other words, whether they need to possess the same characteristics as their students (Croft, 2003; Vialle & Quigley, 2002) in order to be effective. In this chapter I will commence with knowledge and skills of effective teachers according to US standards, then will address teachers’ desired characteristics from teachers’ and students’ points of view.
Book Chapter
Relate-Create-Donate
Teaching gifted and able students in the setting of a regular school or classroom poses a great challenge to teachers. Teaching a second language to these students poses even a greater challenge as most students possess a high level of verbal and linguistic awareness and competence.
Book Chapter
Teaching a Second Language
The course presented in this chapter was designed to address the needs of gifted Israeli junior high school students. The chapter will provide a short overview of research concerning creativity, and teaching a second language to gifted and able students. The use of biographies of eminent people as role models for the gifted, combined with authentic use of language, advanced technology and creative assignments will be addressed.
Book Chapter