This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.

<p> The Responsive Parenting Program curriculum combines recent developments in neuroscience, mindfulness, child development and positive parenting to provide vulnerable families with information, guidance and a group experience designed to support them in adopting a responsive approach to parenting. Parents who have experienced adverse conditions in childhood and continue to experience difficulty in getting their needs met as adults, often have adopted a survival approach to living. It is especially important to support these parents in making sense of their own experience so that they may build the capacity to better understand, nurture and protect their own children.</p><p> It is intended that all of the materials for this curriculum will exist in the public domain. In addition to the curriculum handbook, this includes links to recommended video segments, information sheets related to child growth and development, and suggestions for supportive practices to nurture healthy development and relationships.</p>

<p>This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular focus was placed on every day or little `c? creativity, which can be taught in the high school classroom. The study utilized a multiple case study design, which allows for in-depth study in a variety of settings. Four participants from various high schools were identified utilizing administrator recommendations. Data were then collected via interviews, observations, and documents. The data were coded and analyzed for emerging themes. The themes were then merged to determine findings to the stated research questions. The research demonstrated the importance of modifying activities for student interest and understanding through effective use of scientific inquiry. The past experiences and professional development of the participants served as a vital piece to the development of their educational pedagogy especially concerning inquiry and questioning strategies. It was also established that an unstructured, positive classroom environment is a vital aspect of teaching while supporting creative thinking skills.

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The purpose of this study was to examine whether student motivation increased through participation in a technological enterprise that involved a decision making process. In addition, student empowerment was explored. The setting of the study was a fifth grade class of twenty-four students in an urban school in the southwest. Throughout the school there was a video and data distribution network. Data collection consisted of student sign-up, teacher observation, student surveys, teacher journal, and a case study. The sign-up sheet and student surveys were analyzed to yield a frequency count. The case study and journal were reported as a narrative of student response and teacher-researcher observation. In this study, students with motivational difficulty that led to academic problems seemed to be positively affected by the factors of choice and challenge in the enterprise. Students with social difficulties or a combination of academic and social difficulties were less likely to continue work on the enterprise. There was a difference in the effect of the enterprise on female and male students.

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