Kaye Academic College of Education

About: Kaye Academic College of Education is a education organization based out in Beersheba, Israel. It is known for research contribution in the topics: Teacher education & Heutagogy. The organization has 87 authors who have published 179 publications receiving 2221 citations.

The Philosophy of Heutagogy

Abstract: In this chapter we present the philosophical basis of heutagogy from our point of view. Based on the writings of Michel Serres, we discuss the ideas of knowledge and learning as wandering in a networked world. Our concept of heutagogy is strongly influenced by the French philosopher Michel Serres, (mainly 1964 [1968]; 1968; 1991 [1997]; 2015 [2012]; 2016). We embrace Serres’ (a member of the French academy, 1930–2019) “image of thought” of the world as a network, the figures of Hermes and the “instructed third” (le tiers instruit), and the claim that there is no learning without wandering. At the centre of Serres’ view stands the notion of the third (le tiers) which has logical, epistemological, and ethical aspects. We’ll begin by uncovering the logical features of the learning-as-wandering process and examine its ethical significance.

Multilingual Writing in Digital World

Abstract: This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.

The Development and Evaluation of the Powered Mobility Function Scale (PMFS) for Children and Adolescents with Cerebral Palsy.

Abstract: Aims: To describe the development and evaluation of a novel task-based measure of powered mobility function: the Powered Mobility Function Scale (PMFS).Methods: PMFS was developed in Hebrew in four...

Homogeneity within laylá ba‘albakī’s short stories

Abstract: This article discusses selectively Layla Ba‘albakī’s short stories–the twelve collected in Safīnat ḥanān ila al-qamar [A spaceship of tenderness to the moon] (2009), as well as al-Batal [The hero] (1966). This discussion aims to explore the feminist writing of the writer, arguing the existence of homogeneity, which the interweaving and interconnections create among those short stories. This literary analysis begins with an examination of narrative manner, including the narrator, style, and language used, and then turns to the major themes, which run through the stories (Igbaria, 2015).Since the short stories that were as the rationale for bringing the author to trial, a particular aim in what follows is to provide the necessary literary analysis to evaluate the court’s charges of obscenity. As we will see, Ba‘albakī’s defence was that she was simply describing real life as experienced by women. This paper provides the groundwork for any later discussion of this issue.

Training youth at risk mentors in Paths, an innovative TE program: promoting resilience, mental wellbeing and meaningful learning through a self-determined learning environment

Abstract: This article shows how the self-determined learning environment in Paths, an innovative teacher-education (TE) program, enables students to experience meaningful learning which reinforces their mental wellbeing and resilience. According to the self-determination theory (SDT), a central goal of such a learning environment is to support students' three basic emotional and social needs of self-capacity, autonomy, and relatedness and connections with others. While the Paths program trains the students to be high-school teachers, and coaches them to be mentors for youth at risk (YAR), about half of these students define themselves as having been YAR who suffered from a low level of resilience and mental wellbeing in their adolescence. Using the self-determined learning environment, Paths fosters students as self-determined learners in many courses which use methods like Project-Based Learning (PBL), Self-Determined Learning (Heutagogy), Outdoor Training (ODT), and Self-Management Learning (SML). In keeping with the qualitative multiple-case study method, semi-structured interviews with four Paths graduates and examples of other graduates' learning presentations demonstrated that graduates’ learning experiences supported their emotional and social needs and strengthened their feelings of resilience and mental wellbeing during and after the learning. The graduates testified that this learning environment helped them to become entrepreneurs and empowering educators, as well as social and environmental activists. These findings reveal the productive contribution of the self-determined learning environment to students' development as teachers and YAR mentors, and as social and environmental leaders.