Kaye Academic College of Education

Abstract Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Interactive, and Dynamic Experiences in SRL context (SRL-AIDE), and involves live-actor simulations , where participants are highly engaged and immersed in the experience.The study aims to shed light on the relationships and characteristics of practices that promote SRL directly by metacognitive strategic support (MCS), and indirectly by activating students’ independent learning with knowledge construction (KC). This is a quantitative study with a quasi-experimental design. Two teachers’ intervention groups with a pre/post design ( N = 70) were compared: an experimental group exposed to the SRL-AIDE model focused on MCS vs. a comparison group exposed to a practice program focused on KC . The study examined in-class SRL practice implementation of two measures: explicitness level and duration in the lesson, and investigated the relations between the MCS and KC practices using real-time in-class measurement methods. Differences emerged between the groups in the MCS and KC practices by time. The experimental group showed greater gains in both practices. This study contributes to the field by providing quantitative evidence on the relationships between MCS and KC practices, which were previously described as supportive mainly in qualitative studies, offering new insights into how these practices work together to support SRL development. Implications for teacher education and future studies are discussed.

ABSTRACT A child’s identity evolves through family, school, and community, and the family-school interface is pivotal. Growing numbers of Arab parents now enrol their children in Jewish or bilingual schools. This study explores the dilemmas faced by 12 Arab parents from northern Israel whose children attend such institutions. Interviews show that parents’ primary motive is pragmatic: they see Jewish schools as a gateway to strong academics and future social-economic mobility. Yet every parent voiced concern over cultural costs. Daily immersion in a Jewish environment raises fears of Arab-identity erosion, language loss, and weakened ties to tradition. To counterbalance these pressures, parents intensify home-based identity work: speaking Arabic, celebrating religious and community rituals, and openly discussing Arab history and values. They strive for a delicate equilibrium – leveraging the school’s advantages while safeguarding their heritage. Parents also reported scant institutional support. Schools rarely provide guidance on bilingual identity, and children often face cultural alienation, Hebrew-language hurdles, and uncertainty about belonging. The absence of structured programmes that honour Arab culture leaves families to shoulder the burden alone. Overall, the findings highlight a tension between aspirations for educational advancement and the imperative to preserve a minority identity – underscoring the need for culturally responsive practices.

ABSTRACT Background The events of 7 October 2023 and the subsequent war have reignited historical consciousness in Israel, blurring the lines between past and present in both public discourse and educational settings. These developments pose significant challenges for history educators as emotionally charged narratives and historical motifs resurface in classrooms. Objective This article examines the impact of these events on historical education and explores how the pervasive use of historical motifs can be harnessed to foster critical historical thinking, with special emphasis on training teachers to navigate this complex landscape. Methods Drawing on H.G. Gadamer’s theory of historical understanding and Dominick LaCapra’s work on trauma and history, the article introduces the concept of ‘layering’ historical consciousness—a reflective process that helps teachers and students differentiate between personal, communal, and collective memories. Results and Conclusion This approach enables students to navigate emotional responses and conflicting layers of historical understanding while promoting a reasoned, dialogic engagement with history. The article offers a framework for educators to address contemporary trauma and cultivate critical, reflective historical education in times of crisis.

This paper explores how large language models (LLMs) like ChatGPT can act as “thinking partners” in mathematics education. Using a two stage, case study design, we first examine the model’s seven attempts to solve a classic age and product puzzle, six flawed and one correct, highlighting errors in ambiguity identification, domain constraint enforcement, and the twin versus eldest test. We then ask AI to generate and solve its own puzzle using the same logical template. Our analysis shows that LLMs can systematically enumerate cases, apply explicit bounds, and offer expert-style feedback. However, they remain brittle when tasked with inferring unstated constraints or abstracting beyond surface patterns. We argue that, with precise prompts and clear specifications, LLMs can enrich educators’ diagnostic and design practices by providing transparent reasoning steps, even as the relational and cultural dimensions of teaching remain uniquely human.

Abstract The present study discusses the social and personal challenges facing Arab-Bedouin students in teaching colleges and examines how they maneuver between the academic world, which represents modern urban life, and the social traditions of their society. The study is based on semi-structured interviews with 30 Arab-Bedouin students from education colleges in southern Israel. The Arab-Bedouin female students interviewed in the study reported that their status, as well as their families’ status, improved as a result of their decision to acquire higher education. Education is seen as a source of pride for them and their family members, even within their society. In addition, the study found that parental support contributed greatly to the students’ academic progress. The parents formed a safety net, for example, by helping to pay tuition or buying school supplies and equipment such as laptops.

Abstract This study aims to understand the club-fan relationship from the standpoint of club owners, CEOs, and head coaches (i.e., managers). Eight in-depth interviews were conducted with prominent figures from professional football and basketball in Israel. The current findings indicate that while clubs need the support of their fans, they often find themselves struggling with their aggressive behavior and demands to influence the club’s decision-making processes. First, this qualitative research provides an important insight into the unique experience of pivotal decision-makers in professional sports. Second, we apply the complexity lens to discuss the challenges faced by such stakeholders when trying to manage fans’ disruptive interventions.

Abstract Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the first part, the authors summarize findings from two international investigations (conducted by others). The first is a video observational study involving eight nations reporting their typical teaching practices in terms of classroom management, social-emotional support, and quality of instruction. The second is a survey-based study involving 19 nations in which teachers self-reported their job satisfaction and teaching efficacy. In the second part, the authors invite educators from 19 different countries to participate in a virtual roundtable discussion to communicate what is special about teaching in their particular nation. Each educator answered this question: What can the rest of the world learn from what teachers in your nation do so well? The roundtable participants highlight their teachers’ work ethic, engagement in professional learning communities, commitment to inclusion and democratic education, and opportunities for both autonomy and collaboration.