Informal Youth Organizations: A General Model*

Kahane, Reuven

doi:10.1111/j.1475-682x.1975.tb00345.x

Cited by 33 publications

(13 citation statements)

References 13 publications

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“…Israeli laboratories and advising practices are based on ‘flat’ or ‘symmetrical’ relations, like social relations in Israel more generally (Kahane, 1975). The hierarchy in German laboratories surprised Israeli scientists.…”

Section: Privileging Hierarchy Over Creativity and Serendipitymentioning

confidence: 99%

Culture counts more than money: Israeli critiques of German science

Yair

2019

Soc Stud Sci

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While economic investments and organizational reforms may support Germany’s scientific ambitions, its culture remains a significant influence on how those ambitions work themselves out. The study relied on interviews with 125 Israeli scientists and on responses of nineteen of their German collaborators to a questionnaire. Data analysis found four cultural priorities that – in the context of comparisons with Israeli scientific culture – respondents suggest cut short the potential of German science: privileging technology over meaning and insight, privileging hierarchy over creativity, privileging cosmos over chaos, and privileging German over English. Respondents suggest that these cultural priorities silence alternative points of view and censor young scientists, limit motivation and stifle imagination, preordain problem-solving orientations, and restrict communication flows. As they consider policy targets for 2020 and beyond, the new German government, foundation leaders, and scientists need to discuss those cultural challenges. The study calls for scholars in science and technology studies to pay more attention to national cultures as decisive factors in framing the limits and possibilities of science.

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Section: Privileging Hierarchy Over Creativity and Serendipitymentioning

confidence: 99%

Culture counts more than money: Israeli critiques of German science

Yair

2019

Soc Stud Sci

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“…Studies on student motivation have disclosed significant effects of structural characteristics of instructional tasks on student motivation (Ames, 1992;Blumenfeld, 1992). Educational researchers, psychologists, and sociologists agree that instruction will have positive effects on student learning if (a) it is based on authentic or relevant situations (Sizer, 1992), (b) it uses a wide array of students' skills and interests (Gardner, 1993), (c) it poses real challenges for students (Csikszentmihalyi, Rathunde, & Whalen, 1993), and (d) it allows for student choice or autonomy (Kahane, 1975;Passe, 1996). This study investigates the effects of four instructional strategies: (a) providing challenging activities, (b) making instruction relevant to the students' lives, (c) giving students a choice of different tasks, and (d) using students' personal skills.…”

Section: Theoretical Orientationmentioning

confidence: 99%

Not Just about Time: Instructional Practices and Productive Time in School

Yair¹

2000

Educational Administration Quarterly

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Student learning is a pervading concern for national governments, states, and local school boards. Additional time is commonly seen as a potent administrative lever to affect student learning. One administrative premise equates allocated time with productive time, assuming that students take advantage of the time resources available to them. This study uses an innovative measurement strategy to show that students are disengaged a large portion of the time in academic classes, and that the current array of instructional methods and strategies produces low rates of productive time, especially for minority students. The study concludes that instructional reforms rather than the simple addition of time may be more productive in raising standards and in bringing about greater social equality in education.

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“…In an attempt to delineate the nature of informal tutoring, we introduce four structural dimensions of informal organizations: voluntarism, moratorium, symmetry, and multiplexity (for a model of informal organizations, see Kahane, 1975Kahane, , 1986Rapoport & Kahane, 1988).…”

Section: Informal Tutoring --Institutionalization Of the Encounter Bementioning

confidence: 99%