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The emergence of the COVID-19 virus has generated the greatest worldwide disruption of education systems (among others) in generations. In Israel, from the beginning of the pandemic, all universities and colleges quickly adopted an online education system, while the other educational systems did similarly, in part or in full. This study examines the impact of the involuntary immersion of students and instructors into digital learning environments due to the COVID-19 pandemic -- the impact on the pedagogical practices, pedagogical conceptions, and inclinations toward pedagogical change of university and college instructors during the "Corona Related Teaching Situation" (CRTS). Our research followed a mixed-methods approach, combining qualitative with quantitative components. The explanatory design is a two-phase mixed methods--approach design, which began with the collection and analysis of quantitative data and was followed by the subsequent collection and analysis of qualitative data. The current report places special emphasis on the qualitative components of the research. The major contribution of this article is the development of a typology based on a conceptual model that allows for the identification of three teacher profiles that emerged during the CRTS: "Experienced" teachers, "Enthusiastic" teachers, and "Cautious" teachers. The study found that the main variable affecting a teacher's fit into one of these profiles is the level of digital literacy before the crisis. Our typology can be applied to different crisis situations and can be useful for the training and development of university teachers in the field of digital literacy.

Immigration has become a global phenomenon as part of modern life. However, immigrants often demonstrate negative emotional states following the immigration process, which may destabilize one's existing values and standards which provide meaning to life. Meaning in life is considered to be a protective factor against life adversities, and previous research has linked acculturative stress with reduced meaning in life. Yet, little is known about the differential utility of meaning in life among immigrants and non-immigrants in a given society. Thus, the current study examined whether meaning in life mediates the connection between negative affect and life satisfaction, and whether this mediation differs among immigrants and non-immigrants in Israel. Results demonstrated a significant mediation of meaning in life for the negative affect - life satisfaction connection, but only among native Israelis. The role of meaning in life in the context of acculturation is discussed, and future directions are suggested., Author(s): Pninit Russo-Netzer [sup.1] , Gabriel Horenczyk [sup.2] , Yoav S. Bergman [sup.3] Author Affiliations: (1) grid.18098.38, 0000 0004 1937 0562, Department of Counseling and Human Development, University of Haifa, [...]

This paper examines aspects and predictors of actual and hidden dropout among immigrant students in general, and among Israeli students of Ethiopian origin, in particular. A hidden dropout is a student who is often absent from school or physically in class but is passive and does not actively take part in the learning process. The subject of this study derives from research evidence showing that the dropout rates of Israeli adolescents of Ethiopian origin are higher than those of their peers who are not of Ethiopian origin. We investigated differences between normative learners, hidden dropout youth and adolescents who are disengaged from the educational system. The predictors included perceived discrimination, social support and collective identities; 374 adolescents of Ethiopian origin completed self-report questionnaires. The major findings show that the hidden dropouts group was characterised by a pattern of high parental encouragement but a lack of support from teachers. Implications of the results, both for theory and for practice, are discussed, followed by suggestions for future research.

Background: Educational museums are composed of objects, documents, and narratives that together create a learning experience. Existing models of museum education tend to analyze the visitor experience, but rarely take into consideration the unique characteristics and challenges of multicultural heritage museums. Purpose: This article proposes a conceptual model of experiential multicultural museum education that delineates teaching approaches in multicultural museum education. Methodology/Approach: The article is grounded in the framework of conceptual research aimed at identifying and clarifying key characteristics and educational concepts raised by museum's designers and educators. The analysis it presents is based on insights learned during the design of the Interactive Jewish Museum of Chile. Findings/Conclusions: The major contribution of this article is the development of a conceptual model that allows for the identification of three approaches in multicultural museum education: the "academic-educational approach", the "artistic approach", and the "identity-cultural approach". Implications: Our model can be applied to other heritage museums, and can be useful for the training and development of formal and informal educators interested in including multicultural heritage museums as experiential learning spaces.

We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers' diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward multiculturalism, and demographics. It was found that the teachers' perception of the immigrant student as an asset and not as a problem was related to lower diversity-related burnout and to higher immigration-related self-efficacy. Future research should focus on possible interventions with teachers on the ways in which approaches to cultural diversity are developed, negotiated, and adopted.

The goals of this study were to examine intra-group and inter-group assertiveness among adolescents, and to compare these two domains of assertiveness between cultural groups in Israel. Measures of intra-group and inter-group assertiveness were developed, and questionnaires were administrated to 441 immigrants from the Former Soviet Union (FSU), 242 immigrants from Ethiopia and 333 non-immigrants. Compared to non-immigrants, FSU and Ethiopian immigrants' inter-group assertiveness was lower. Girls reported higher levels of inter-group assertiveness than boys. Each of the immigrant groups rates itself as equally assertive as the non-immigrant group and more assertive than the other immigrant group. Also, a difference between inter-group and intra-group assertiveness was found among the FSU immigrants. It is argued that adolescents' assertiveness following cultural transition is associated with socio-cultural context, and the implications of this conclusion are discussed. (Contains 2 tables.)

This study focuses on self-efficacy among teachers working in culturally diverse educational contexts. We put forward the notion of immigration-related self-efficacy and provide initial support for its relationship with the acculturation attitudes held by immigrant teachers. One hundred thirty-three teachers who immigrated to Israel from the Former Soviet Union participated in this study. We found that teachers tend to report high levels of self-efficacy in all the investigated aspects. According to our predictions, immigrant teachers endorsing more assimilative approaches report lower levels of self-efficacy vis-a-vis their immigrant students. Our results can contribute to a critical discussion on the place and roles of immigrant teachers in schools.

We suggest that in societies with highly complex and conflictual cultural diversity, different perceptions of pluralism and multiculturalism are likely to be related to divergent expectations for multicultural education. Our study examines--through semi-structured interviews--the perceptions of cultural pluralism and multicultural education among 37 Israeli school counselors from two national groups--Arabs and Jews. Our findings suggest that the majority-minority context largely determines the counselors' views of multiculturalism: Arab counselors focus primarily on the Arab-Jewish divide which places them within the unprivileged minority, whereas the Jewish counselors equate multiculturalism primarily with the approach toward Jewish immigrants who belong to their own ethnic/national group. Counselors' responses seem to reflect their national and school organizational cultures, and it is suggested that training institutions should provide them with the knowledge, values and skills to make them culturally proficient and enable them to become agents of educational and social change.

In semi-structured interviews, Jewish and Palestinian Arab counselors were asked about their views regarding roles of the educational system and counselors vis-a-vis the ongoing conflict. While all respondents argue that schools and counselors need to address the conflict and its consequences, Palestinian Arabs and Jews differed in views as to appropriate strategies and foci. Discusses major dilemmas emerging from reports. (Contains 47 references.) (Author)

Surveyed Israeli teachers to determine whether diversity related burnout was empirically distinguishable from general teacher burnout and explore the extent to which diversity related burnout was predicted by variables related to school cultural heterogeneity, organizational culture, and teacher background and attitudes. Diversity related burnout was empirically distinguishable from, albeit correlated with, general burnout. Teacher background, organizational culture, and school cultural heterogeneity predicted diversity related burnout. (SM)

Examined Israeli teachers' attitudes toward multiculturalism and the relationship of attitudes to perceptions of school organizational culture. Overall, pluralistic attitudes were higher with regard to integrating immigrants into the general society, while assimilationist attitudes predominated when referring to integrating immigrants into education. Teachers' attitudes toward multiculturalism in schools related to components at various levels of perceived school organizational culture. (SM)

Investigates differences in friendship expectations between adolescent immigrants from the former Soviet Union and their Israeli-born peers. Results of rating behavioral characteristics of peers indicated that immigrants assign greater importance than their counterparts to all aspects of friendship expectations. Immigrants' friendship expectations were found to be correlated with social distress, especially among early adolescent girls. (MKA)