Mordechai Miron

The Good University Teacher as Perceived by the Students.

Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli students concept of a “good teacher” has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teachers ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teachers ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the universitys criteria of research and publication.

A Validation Study of a Transferred Group Intelligence Test

Abstract The purpose of the research was to conduct a validation study of a transferred group intelligence test. The Lorge-Thorndike Intelligence Test, Level A, Form 1 was translated to Hebrew and administered to an Israeli sample comparable to the original norming group. The results obtained were concerned with variability, reliability, validity, item analysis, intercorrelations among subtests, and factor analysis. While few comparisons of the Israeli sample with the original data were made, the validation of the transferred test was examined in the light of other criteria for evaluating a new test. The suitability of the transferred test for Israeli high achievers from high-status families was supported by the results. The major conclusions were: (1) the total mean IQ scores of Israeli students were approximately the same as the American mean; (2) mean raw scores increased with age; (3) relative difficulty of individual items remained stable through translation and administration in Israeli culture, in ...

Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education.

The objective of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). Until 2001, Israeli MA programs were controlled exclusively by Israeli universities. The article deals with the development of MEd programs in Israeli colleges of education, using the “Early Childhood Education” program to exemplify the process. The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.

The Attitudes of Israeli Adolescents toward Handicapped People.

Abstract The attitudes of adolescents toward handicapped people were investigated with the long‐term goal of maximizing the effective mainstreaming of handicapped teeangers. Analysis of the attitudes of 262 Israeli high school students showed a generalized accepting tendency. Significant differences emerged, not with regard to the type of handicap as had been expected, but for three content areas defined as limitations of the handicapped, feelings of reservation and shame, and the rights of the handicapped. There were significant differences between the sexes in general acceptance and in two of these content areas. Implications of the results in terms of intervention programming are discussed.

Factorial Structure of Intelligence: Cross-Cultural Study of Two Israeli Samples

This study assessed the structure of intelligence among socially disadvantaged students and compared the structure of intelligence of a socially disadvantaged sample with that exhibited by a sample of high social status. The Hebrew translated version of the Lorge-Thorndike Intelligence Test, Level A Form 1, which has already been validated upon an Israeli sample of Western origin and high status was administered to a sample of students of Eastern origin and low socio-economic status. A matrix of product-moment correlations, computed between the subtest scores, was analyzed using the principal components solution. Results indicate very clearly that in large part what is being measured by the five subtests is one general factor which may be conveniently labeled “cognitive ability.” The search for a somewhat different presentation of the results led to a varimax rotation of five factors. Two factors were observed; it was suggested that the first be called a school-learning factor and that the second factor be called abstract thinking. While the general “cognitive ability” factor was found for both Israeli samples, the specific factorial structures differ considerably.