The purpose of this study was to construct an instrument which would enable administrators and teachers to evaluate selected parts of vocational education programs in post-primary schools in Israel. The study also involved ascertaining the extent to which administrators perceived the proposed instrument as differentiating between effective and ineffective vocational education programs.The evaluation instrument was constructed by using several checklists employed at the time of the study by accrediting agencies in the United States for evaluating vocational education. In order to ascertain how administrators in Israel perceived the proposed instrument, a questionnaire based on the proposed instrument was prepared and administered.The total population was defined as administrators in post-primary vocational schools in Israel employed during the school year 1981-82.From among the administrators who responded, a sample of sixty administrators was randomly selected. This sample included twenty supervisors, twenty principals and twenty heads of vocational departments.Major findings of the study were as follows:1. Seventeen out of the twenty-three statements in parts I to V of the questionnaire were identified by more than 70 percent of the respondents as differentiating between effective and ineffective vocational education programs.Review of the data led to the following conclusions:1. At least those items that have been identified as differentiating by over seventy percent of the respondents may be included in an evaluation instrument for use in Israel.2. The statements that were identified as differentiating by no fewer than eighty percent of the respondents seem to show the most important indicators of effective vocational education programs.3. Humanities are not perceived by many administrators in vocational education as an integral part of a comprehensive vocational education program.Depending on the ranking of the statements and on comments and suggestions by respondents a modified instrument has been prepared.

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This study was designed to determine the effectiveness of short-term child-centered play therapy training with school counselor and teachers in Israel. A short-term child-centered play therapy course is an intervention that focuses on changing trainees attitudes and beliefs towards children while teaching them child-centered play therapy theory and skills. The experimental group, consisting of 18 volunteer school counselors and teachers in Israel received a total of 15 hours of child-centered play therapy didactic training with a variety of learning experiences. The control group consisted of 15 volunteer school counselors and teachers in Israel. The control group did not receive any training. All participants completed the Play Therapy Attitude-Knowledge-Skill Survey (PTAKSS) before and after the training as a means of measuring change in attitude, knowledge and skill. A second purpose of this study was to compare the effectiveness of short-term child-centered play therapy training with a comparison group semester long child-centered play therapy training course at the University of North Texas. An analysis of covariance revealed statistically significant positive increase in Knowledge subscale as compared to the control group. However the differences between the experimental and the control group were not significant on the participant's total score on the PTAKSS, their attitudes and beliefs towards children or their skill level. A t-test revealed no significant difference between the experimental and comparison groups on the skill subscale of the PTKASS. Results indicated that there was a significant difference between the experimental and the comparison groups on the Total score, Attitude and Knowledge subscales of the PTAKSS. This study supports the use of short-term play therapy training as an effective training model for increasing the trainee's knowledge of child-centered play therapy. It does not support the use of short-term play therapy training as an effective training model for increasing the trainee's attitudes towards children or increasing their confidence in applying play therapy skills.

This paper compares the different approaches to programming taken by KERA--TV Instructional Services Division and by Israel's Instructional Television Center This study first examines the historical development of instructional television in the United States, particularly in Dallas, and in Israel, Next examined are the differences and the similarities between the stations' programming processes. Finally, the study examines the perceived achievements of programming goals set by each station. This report concludes that the stations' differences in their approach to programming are rooted in their historical developments, and discusses the opposite directions which the stations' programming processes are currently developing,