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Dr. David's undergraduate studies started at the Hebrew university of Jerusalem where she majored in physics and mathematics, and also graduated in Hebrew Literature. She received her Master's degree from the Jewish Theological Seminary in New York at age 22. Since her retirement from the Tel Aviv University she has been working as a counselor of gifted students and their families. Dr. David is a well-known lecturer in national and international conferences in the fields of psychology, education, and giftedness, and an expert evaluator of research proposals for the European Commission. She has published widely in English, Hebrew, French and German, edited dozens of books and authored 18, in addition to 300+ papers. Dr. David is a licensed Pilates instructor and practices yoga.<br /><span class="u-fw700">Phone: </span>972-3-9674748<br /><b>Address: </b>48/18 HaKookiya St., 75548 Rishon Leziyon, Israel<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://independent.academia.edu/StephenWright37"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://independent.academia.edu/StephenWright37">Stephen 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role="menu"><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="REVIEWS" data-toggle="tab" href="#reviews" role="tab" style="border: none;"><span>4</span> REVIEWS</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="HEBREW-CV-רשימת-פרסומים-בעברית" data-toggle="tab" href="#hebrewcvרשימתפרסומיםבעברית" role="tab" style="border: none;"><span>4</span> HEBREW CV רשימת פרסומים בעברית</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Keynote-Presentations" data-toggle="tab" href="#keynotepresentations" role="tab" style="border: none;"><span>13</span> Keynote Presentations</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="PICTURES-[taken-during-conferences]" data-toggle="tab" href="#picturestakenduringconferences" role="tab" style="border: none;"><span>6</span> PICTURES [taken during conferences]</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Teaching-Documents" data-toggle="tab" href="#teachingdocuments" role="tab" style="border: none;"><span>1</span> Teaching Documents</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Short-stories" data-toggle="tab" href="#shortstories" role="tab" style="border: none;"><span>11</span> Short stories</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Mentioned-in-Wikipedia" data-toggle="tab" href="#mentionedinwikipedia" role="tab" style="border: none;"><span>4</span> Mentioned in Wikipedia</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Book-Reviews" data-toggle="tab" href="#bookreviews" role="tab" style="border: none;"><span>1</span> Book Reviews</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="Diplomas" data-toggle="tab" href="#diplomas" role="tab" style="border: 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style="border: none;"><span>2</span> Drafts</a></li><li role="presentation"><a data-click-track="profile-works-tab" data-section-name="OPINIONS" data-toggle="tab" href="#opinions" role="tab" style="border: none;"><span>12</span> OPINIONS</a></li></ul></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Videos" id="Videos"><h3 class="profile--tab_heading_container">Videos by Hanna David</h3></div><style type="text/css">/*thumbnail*/ .video-thumbnail-container { position: relative; height: 88px !important; box-sizing: content-box; } .thumbnail-image { height: 100%; width: 100%; object-fit: cover; } .play-icon { position: absolute; width: 40px; height: 40px; top: calc(50% - 20px); left: 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/><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">01:11:35</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/l4r4Kj">Therapy for the gifted child and adolescent הילד המחונן המאושפז ביחידה לילדים ולנוער במחלקה לבריאות הנפש בבית החולים "סורוקה"</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This video is a presentation given to all staff members of the psychiatric unit for children and ...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This video is a presentation given to all staff members of the psychiatric unit for children and adolescents, The Mental Health Division of Soroka Hospital, Ben Gurion University of the Negev, Beer Sheba. <a href="https://youtu.be/fuug1Njby9g" rel="nofollow">https://youtu.be/fuug1Njby9g</a> DOI: 10.13140/RG.2.2.19313.94565<br />It includes a discussion of some of the main issues relevant for doctors, psychologists, social workers and nurses treating gifted children during their hospitalization period in the unit, and after it, when leaving it but still in need for suitable treatment and follow-up. The  participants have taken an active part during the presentation and their questions were answered. Among the discussed issues: <br />1. Some difficulties of staff members treating the gifted;<br />2. Challenging personal characteristics of the gifted;<br />3. Challenging mental characteristics of the gifted;<br />4. Emotional and social needs of the gifted;<br />5. Sensitivities of the gifted.<br /><br />A list of "things that should not be done" has concluded the presentation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="l4r4Kj"><a class="js-profile-work-strip-edit-button" href="https://telaviv.academia.edu/video/edit/l4r4Kj" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="l4r4Kj">22 views</span></span></span></div></div></div><style type="text/css">/*thumbnail*/ .video-thumbnail-container { position: relative; height: 88px !important; box-sizing: content-box; } .thumbnail-image { height: 100%; width: 100%; object-fit: cover; } .play-icon { position: absolute; width: 40px; height: 40px; top: calc(50% - 20px); left: calc(50% - 20px); } .video-duration { position: absolute; bottom: 2px; right: 2px; color: #ffffff; background-color: #000000; font-size: 12px; font-weight: 500; line-height: 12px; padding: 2px; }</style><div class="js-work-strip profile--work_container" data-video-id="23576"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" href="https://www.academia.edu/video/lvXzPj"><div class="work-thumbnail video-thumbnail-container"><img class="thumbnail-image" onerror="this.src='//a.academia-assets.com/images/videoicon.svg'" src="https://academia-edu-videos.s3.amazonaws.com/transcoded/lvXzPj/thumbnail.jpg?response-content-disposition=inline%3B%20filename%3D%22thumbnail.jpg%22%3B%20filename%2A%3DUTF-8%27%27thumbnail.jpg&response-content-type=image%2Fjpeg&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=ASIATUSBJ6BAOJ526PBI%2F20250227%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250227T085426Z&X-Amz-Expires=6367&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEDUaCXVzLWVhc3QtMSJGMEQCIEkozsp2u1zcWZCiXa19OD8jaNfoIvcGWJ0PSmk4FDK8AiBNP7U4r4Pwxf82Dya4I7JhMjYZ8p8a8itrAFwUhyX8ziqNBAhuEAAaDDI1MDMxODgxMTIwMCIMrVVI7EBAteeHO45SKuoDT%2B5MU05M9l5hv1SNX8ckmoWTzweR5MbAYvQfNVCvxDRS20TN3IezI%2FVNWjvv1q%2BYLKilMmiOqQaQfDzluwk%2B%2BZIzpo559huLWCpGnP2DUUq8lcQI2yneB2pLA%2FTNe1LNDH1YXsgtegoyMGcmL0lYcyh0zAtr35jHGzS%2FqcZOmQ7XP7lVzfvKDhEtz5RFamzKIrhupbt5eV4V1bIy8N6z%2BdB85nKMarYii8EahOIyVBIu5SDeADB4WPEkdqBJxhvjDm0374vORxugRDyTAK3VQjZUTWvHAWdS4jkl0FJ0lAGAVXLVGJfR02VfR8KQj%2Bvlr3wwqIX%2Fo0o7hipcfoOGKE6Il5DZkro0ETp2rD%2BWDP1u5pTRLuVQDqSlbO9hILh2BzKSkVKkcNhH26t80pljhZYP%2BFuXQ2n4IieT8nXck9UT6fBPI8BJOrqrIvmcdwHQwF%2FoVbfhL9uKnANwolccjurij5CHSGkh%2B4nLv3O%2B9snLqHw1AvTlIWdKdgFbtyNsXWRd8dPtHEA7sJGy5LJTVOeO6fAtpeB9Q10n6zpcFuNhbnZBj1t7XEwYHW%2BFchXVTpxRKxUFS7EYk0ku2kTRRfdn9HQ%2B%2BKCbRolhwrTnSOaTVQHGmgzVsvy1HSEfMXzu635HNt1OVirGwjDB2f%2B9BjqmAfguzE0dxvNxKDZf40GslU3oyz4c5%2Fugo83xlKRXGT6yscZC6VtApHWa6%2B%2F3uMo1FKtdle9LHjDuKLF8PjyeSCvA%2BcDF7LpFVp3f8BmTKZN%2B4L0dZjjdrS8qCs4eVZfoxm2tDyrr9A%2Fro6%2F3%2BRaHa%2F4EaLis%2BduZm%2FAQoPG9MgBKTBRIgPLCfaevdRVlgxMbGSD00Q%2Fu8t1PIWm%2FCuLsUMs9aFvNq2w%3D&X-Amz-SignedHeaders=host&X-Amz-Signature=f40c6ef45f1b07cf28d3cf21c3ff383ba1e0f3044526117d9bd9957fe42f8d73" /><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">35:21</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/lvXzPj">Social qualifications of gifted children כישורים חברתים בקרב ילדים מחוננים</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The 2016 presentation of the first online conference for improving and enhancing social qualifica...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The 2016 presentation of the first online conference for improving and enhancing social qualification of children. The interview slaughters holy cows such as lack of sufficient social abilities of the gifted and explains how giftedness in general and verbal giftedness in particular contributes to social development. It is useful for parents, teachers, counselors and psychologists of the gifted. <br /> <br /><a href="https://youtu.be/7VauWwzq-pI" rel="nofollow">https://youtu.be/7VauWwzq-pI</a> <br />כישורים חברתיים בקרב ילדים מחוננים, 9-11/2/2016 <br />הרצאתה של דר. חנה דויד, "כישורים חברתיים בקרב ילדים מחוננים" הוצגה בכנס האינטרנטי הראשון לשיפור ולחיזוק של כישורים חברתיים שערכו שירי ואייל רזנס ב-9-11.2.2016. הראיון, אותו ערכו שירי ואייל, מנפץ דעות קדומות רבות ומציג תובנות חדשות שעשויות לעזור להורים למחוננים ולאנשי חינוך, פסיכולוגיה וייעוץ שעובדים עם ילדים מחוננים.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="lvXzPj"><a class="js-profile-work-strip-edit-button" href="https://telaviv.academia.edu/video/edit/lvXzPj" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="lvXzPj">21 views</span></span></span></div></div></div><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Hanna David</h3></div><div class="js-work-strip profile--work_container" data-work-id="121592455"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121592455/%D7%9E%D7%A1%D7%A4%D7%A8_%D7%A9%D7%A0%D7%99%D7%99%D7%9D_%D7%9E%D7%A6%D7%95%D7%99%D7%9F_%D7%A9%D7%98%D7%A4%D7%90%D7%9F_%D7%94%D7%99%D7%99%D7%9D_%D7%AA%D7%A8%D7%92%D7%95%D7%9D_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_%D7%A9%D7%95%D7%A4%D7%A8%D7%90_1985_"><img alt="Research paper thumbnail of מספר שניים מצוין שטפאן היים תרגום חנה דויד [שופרא, 1985]" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121592455/%D7%9E%D7%A1%D7%A4%D7%A8_%D7%A9%D7%A0%D7%99%D7%99%D7%9D_%D7%9E%D7%A6%D7%95%D7%99%D7%9F_%D7%A9%D7%98%D7%A4%D7%90%D7%9F_%D7%94%D7%99%D7%99%D7%9D_%D7%AA%D7%A8%D7%92%D7%95%D7%9D_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_%D7%A9%D7%95%D7%A4%D7%A8%D7%90_1985_">מספר שניים מצוין שטפאן היים תרגום חנה דויד [שופרא, 1985]</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09712aaf67dd3d8da66e30dfc635465e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116431154,"asset_id":121592455,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116431154/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121592455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121592455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121592455; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="96874915"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96874915/Gifted_Children_and_Adolescents_Through_the_Lens_of_Neuropsychology_DAVID_and_GYAMATHY"><img alt="Research paper thumbnail of Gifted Children and Adolescents Through the Lens of Neuropsychology - DAVID & GYAMATHY" class="work-thumbnail" src="https://attachments.academia-assets.com/98651218/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96874915/Gifted_Children_and_Adolescents_Through_the_Lens_of_Neuropsychology_DAVID_and_GYAMATHY">Gifted Children and Adolescents Through the Lens of Neuropsychology - DAVID & GYAMATHY</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EGyarmathy">Eva Gyarmathy</a></span></div><div class="wp-workCard_item"><span>Gifted Children and Adolescents Through the Lens of Neuropsychology </span><span>, Mar 17, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book addresses a wide range of issues situated in the core of theoreticians’ and clinicians’...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book addresses a wide range of issues situated in the core of theoreticians’ and clinicians’ work in the field of giftedness. It gathers practical issues, relevant for the lives of many gifted children, adolescents and adults, from a neuropsychological point of view. By studying the basic questions in gifted education through a neuropsychological lens, this book aims to establish a uniform new way for the treatment of gifted children with social or emotional difficulties, learning disabilities, physical limitations, or psychological and psychiatric disorders. <br />This book helps educators and mental-health professionals to obtain a deeper understanding of the neurological system and its role in learning. This includes memory, knowledge-processing, making connections, and the implications on the cognitive, emotional, and physical aspects – all of which play major roles in the life of each gifted child and adolescent. By acquiring this new knowledge, more teachers, counsellors, psychologists and psychiatrists will be able to help individuals materialize their giftedness, while preserving their mental health and productivity. <br />The chapters: <br />1. Supporting and encouraging the versatile gifted child or adolescent; David <br />2. "Keeping the light on" – rather than turning it off for gifted children with overexcitabilities"; David <br />3. Treating the profoundly gifted; Gyarmathy <br />4. Neurodiversity and supporting autistic-gifted child and adolescent; Gyarmathy <br />5. Understanding gifted children with executive dysfunction and helping them; Gyarmathy <br />6. Counselling, treating, and helping gifted children with specific learning difficulties; Gyarmathy <br />7. Teaching and instructing the bi- or tree-lingual gifted student; David <br />8. Understanding and supporting the homosexual and trans-sexual gifted adolescent; David</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="af8252498147cea99b0b0ed4355580af" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98651218,"asset_id":96874915,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98651218/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96874915"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96874915"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96874915; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44755380"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44755380/Dynamic_on_line_assessment_of_gifted_children"><img alt="Research paper thumbnail of Dynamic on line assessment of gifted children" class="work-thumbnail" src="https://attachments.academia-assets.com/65244082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44755380/Dynamic_on_line_assessment_of_gifted_children">Dynamic on line assessment of gifted children</a></div><div class="wp-workCard_item"><span>Dynamic on line assessment of gifted children </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The book DYNAMIC ON-LINE ASSESSMENT OF GIFTED CHILDREN offers educators, counselors and parents o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The book DYNAMIC ON-LINE ASSESSMENT OF GIFTED CHILDREN offers educators, counselors and parents of 3-16-year old gifted, talented, curious, and creative children and youths a new, original tool of assessing their interests and abilities. As this book has been published during the second wave of the covid19 pandemic, it concentrates on ways of assessment that can all function on-line as well. All offered activities have been tried both before “corona-time” started, when on-line therapy, let alone – on-line giftedness identification, was not practiced for children. The case studies presented in the book have all been written since March 2019, proved effective, enriching the knowledge of the counselor. They were also described as “easy”, “nice”, pleasant” and “interesting” by the children involved, and thus are recommended as unlike formal identification they put no pressure either on the child or on her or his parents.<br />The first assessed child described is a 3-year old girl, who was identified as highly gifted in mathematics. The “game” played was “the geometrical shapes game”, during which she was asked “what do you want me [the counselor] to paint?” and then: “what color do you want me to use?” During the “game” the child showed a wide knowledge in both 2- and 3-dimentional shapes, she always insisted on using the exact mathematical terms, and each time she approved on the result she was very happy.<br />The next “games” descried were all word games. In “The associations game” the counselor writes a word and the child adds another one without thinking, and this goes on alternately for as long as the counselor decides, depending on the child’s age, her or his attention span, level of hunger or thirst, etc. This “game” is suitable toddlers, kindergartners and first grader. The “ugly words game” is suitable especially for children with emotional and social problems. “Writing a story” is most suitable for kindergartners; it does not only reveal many important characteristics of the child but also enables them to express themselves freely, knowing that the story is imaginary. “Writing a story together” is the last suggestion for on-line assessment through a word game.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25462869120a90e457662b9353e18c70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65244082,"asset_id":44755380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65244082/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41721182"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41721182/Emotionally_Socially_and_Learning_Disabled_Gifted_Children"><img alt="Research paper thumbnail of Emotionally, Socially and Learning Disabled Gifted Children" class="work-thumbnail" src="https://attachments.academia-assets.com/61879990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41721182/Emotionally_Socially_and_Learning_Disabled_Gifted_Children">Emotionally, Socially and Learning Disabled Gifted Children</a></div><div class="wp-workCard_item"><span>Emotionally, Socially and Learning Disabled Gifted Children</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">BOOK DESCRIPTION. This book presents the reader with the main inherent problems of double-excepti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">BOOK DESCRIPTION. This book presents the reader with the main inherent problems of double-exceptionality, namely, the difficulties educators and mental health professionals must deal with when working with gied disabled children and youths.<br />The last chapter describes ten of these problems; on the one hand, some have been caused by unfamiliarity of the basic terms and denitions of giedness and on the other, learning or other disabilities; some by treatment failures of gied disabled<br />children and youths.<br />The main part of the book, chapters 2-5, include six detailed case studies of gied children and adolescents who were dealing, in some cases, with learning disabilities, but in all cases with social, emotional, psychological and familial issues that<br />jeopardized not only their educational and professional future, but also their well-being and even their mental health.<br />These chapters include also shorter vignettes of gifted disabled young and older children whom I have met in the last thirty years. Some of these cases–both the longer and the shorter case studies–are of students who had considered dropping out of<br />school. This book challenges the assumption that dropping out is necessarily also an educational failure. Some of the cases described did not have a “happy ending”: they describe young people who unsuccessfully tried to be “like everybody else,”<br />an attempt that has always been hard to live with.<br />The last chapter shows that only when all components in the child’s or adolescent’s life, the family, the education system, and the social circle she or he belonged to encouraged and nurtured the child, materializing one’s giedness while maintaining a<br />high level of well-being and social acceptability can be accomplished. The chapter of the book analyzes these factors while showing how misunderstanding of the child’s needs, along with inability to provide her or him with the proper educational and psychological help might cause “giving up” one’s giedness, deterioration in the social/emotional situation or both.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae0e94c6dac29931b03e2ba0971ca97a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61879990,"asset_id":41721182,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61879990/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41721182"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41721182"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41721182; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41703486"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41703486/Understanding_Gifted_Children_Perspectives_Gender_Differences_and_Challenges"><img alt="Research paper thumbnail of Understanding Gifted Children: Perspectives, Gender Differences, and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/61862061/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41703486/Understanding_Gifted_Children_Perspectives_Gender_Differences_and_Challenges">Understanding Gifted Children: Perspectives, Gender Differences, and Challenges</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KorneliaTischler">Kornelia Tischler</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://fsu.academia.edu/StevenPfeiffer">Steven Pfeiffer</a></span></div><div class="wp-workCard_item"><span>Understanding Gifted Children: Perspectives, Gender Differences, and Challenges</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Understanding Gifted Children: Perspectives, Gender Differences and Challenges is about exploring...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Understanding Gifted Children: Perspectives, Gender Differences and Challenges is about exploring and finding the best ways of matching educational and psychological means and methods for each gifted child. The book tries to help the reader understand the different educational, emotional or social needs of various gifted children, those considered “highly-gifted” and the others who are perceived as “mildly-gifted”; children who are interested in science and others who tend to the humanities or to arts; chess Olympic champions or child-musicians or actors.<br /><br />The first chapter offers an extended case study of the early life of a gifted girl, born to an Orthodox family in the early 50’s: “my own life story from birth to adulthood. I describe the origins of my own giftedness, my educational and social path that helped me to become a giftedness expert in spite of all obstacles.”<br /><br />The second chapter describes the different ways gifted education is applied in the educational systems of three German-speaking European countries, Germany, Switzerland and Austria, and offers ways to improve them.<br /><br />Creativity is the subject of the third chapter; gender differences in creativity have been a major concern of hundreds of scholars – both feminists and giftedness researchers – for many decades. This chapter summarizes the most updated knowledge in this area.<br /><br />The fourth chapter is about gifted children with ADHD. The high occurrence of them stresses the need for more research and more case studies available to teachers, headmasters or mistresses, scholars, psychologists and psychiatrists. The chapter is a substantial contribution providing accessibility to such needed knowledge.<br /><br />The fifth chapter is aimed primarily at teachers, but it can also be useful to mental health professionals. It unravels the innovative concept of future thinking, elaborating on the suitable learning space proposed for gifted and able students at elementary and secondary schools named LIFTS centers. It then addressed teaching-learning using a Multidimensional Curriculum Model (MdCM) explaining its conceptual framework, construction and components, thinking skills developed, and curriculum design.<br /><br />The last chapter describes all families seeking my help for their gifted daughters in the year 2014. All girls described in this chapter had the opportunity to participate in gifted classes or other activities for the gifted, but most of them chose not to. This chapter is a “closing comparison” between the first chapter describing an Ultra-Orthodox girl whose family did not prevent her from doing what she wanted to in spite of social prejudices, financial difficulties, fears and even shame. Most girls described in chapter 6 had not materialized their potential due to lack of parental support needed in order to “have it their own way”.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="350ab018ca0d5d2d591e65e198227e02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61862061,"asset_id":41703486,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61862061/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41703486"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41703486"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41703486; 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(2016). Gifted children with learning disabilities or emotional/social problems (Hebrew). http://www.hebpsy.net/articles.asp?id=3476 מחוננים בעלי לקויות למידה, בעיות רגשיות או בעיות חברתיות" class="work-thumbnail" src="https://attachments.academia-assets.com/47849770/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/27588268/David_H_2016_Gifted_children_with_learning_disabilities_or_emotional_social_problems_Hebrew_http_www_hebpsy_net_articles_asp_id_3476_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%A2%D7%9C%D7%99_%D7%9C%D7%A7%D7%95%D7%99%D7%95%D7%AA_%D7%9C%D7%9E%D7%99%D7%93%D7%94_%D7%91%D7%A2%D7%99%D7%95%D7%AA_%D7%A8%D7%92%D7%A9%D7%99%D7%95%D7%AA_%D7%90%D7%95_%D7%91%D7%A2%D7%99%D7%95%D7%AA_%D7%97%D7%91%D7%A8%D7%AA%D7%99%D7%95%D7%AA">David, H. (2016). Gifted children with learning disabilities or emotional/social problems (Hebrew). http://www.hebpsy.net/articles.asp?id=3476 מחוננים בעלי לקויות למידה, בעיות רגשיות או בעיות חברתיות</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="500799ea67dcfd24eb6fad640c4d0923" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47849770,"asset_id":27588268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47849770/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27588268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27588268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27588268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27588268]").text(description); $(".js-view-count[data-work-id=27588268]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27588268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27588268']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "500799ea67dcfd24eb6fad640c4d0923" } } $('.js-work-strip[data-work-id=27588268]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27588268,"title":"David, H. (2016). 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(2014). Demographic characteristics of students accepted to The Young Person's Institute for the Promotion of Creativity and Excellence: Findings in three decades cohorts (Hebrew). http://www.hebpsy.net/articles.asp?id=3216" class="work-thumbnail" src="https://attachments.academia-assets.com/35982987/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9812512/David_H_2014_Demographic_characteristics_of_students_accepted_to_The_Young_Persons_Institute_for_the_Promotion_of_Creativity_and_Excellence_Findings_in_three_decades_cohorts_Hebrew_http_www_hebpsy_net_articles_asp_id_3216">David, H. (2014). Demographic characteristics of students accepted to The Young Person's Institute for the Promotion of Creativity and Excellence: Findings in three decades cohorts (Hebrew). http://www.hebpsy.net/articles.asp?id=3216</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ב-45 שנות פעילותו של המכון לקידום נוער ליצירתיות ולמצוינות מיסודה של ד"ר אריקה לנדאו השתתפו בפעיל...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ב-45 שנות פעילותו של המכון לקידום נוער ליצירתיות ולמצוינות מיסודה של ד"ר אריקה לנדאו השתתפו בפעילויותיו למעלה מ-40,000 תלמידים. פעילות ברוכה וארוכת שנים זו בקרב ילדים ומתבגרים כה רבים, משכבות חברתיות שונות, באה לידי ביטוי בעיקר באלפים רבים מבוגרי המכון הניצבים היום במרכז העשייה הציבורית והפרטית בכל תחום מתחומי החיים המקצועיים והאקדמיים בארץ ומחוצה לה. עם זאת, על אף העובדה, שמאמרים רבים נכתבו על אספקטים שונים הקשורים לפעילויות המכון ולמשתתפים בהם, עד עתה לא נערכה עבודה שיהיה בה אפילו מעט מהסיכום הפנורמי לו ראוי מפעל כה ייחודי. <br /> <br />כתוצאה מהמחקר המצומצמם בתחום,  האמונות והדעות על מחוננות הרווחות בארץ אינן מסתמכות על נתונים שניתן לאמתם או להפריכם היא, שעיוותים רבים מתרחשים בכל הנוגע לפסיכולוגיה של מחוננים ולדידדקטיקה של מחוננים. ספר זה, המרכז ממצאים דמוגרפים הנוגעים לילדים המחוננים שהשתתפו בפעילות המכון במשך שלושה עשורים,  נועד לתקן – ולו במידה מזערית – את המצב הזה. <br /> <br />בין השאלות עליהן מנסה הספר לענות: <br /> <br />• האם בנים ובנות מתחילים את לימודיהם במכון בממוצע באותו גיל? <br />• האם ישנם גילים מסוימים שבהם רבה יותר הנטייה של ההורים לשלוח את ילדיהם ללימודי העשרה למחוננים, ואם כן – מהן הסיבות האפשריות לכך? <br />• האם בתוך אותה שכבת גיל קיימים הפרשים מובהקים בין ממוצע גיל הבנים לממוצע גיל הבנות? <br />• האם הנטייה לשלוח בנות ללימודים במכון גדולה יותר בקרב בנות שבני משפחותיהן למדו בעבר או לומדים בהווה במכון מאשר בקרב בנים כאלה? <br />• האם נכונה ההשערה, שרמת ההשכלה של האמהות שבנותיהן לומדות במכון גבוהה מזו של אמהות הבנים הלומדים במכון? <br />• האם קיימים מאפיינים מיוחדים עבור בנות ממשפחות בנות ארבעה ילדים ומעלה? אם כן – מהם? <br /> <br /> <br /> <br />ד"ר חנה דויד, היא בעלת דוקטורט בפסיכולוגיה חינוכית, עם התמחות במחוננות. היא בעלת ניסיון של למעלה מ-20 שנים בייעוץ לילדים ולבני נוער מוכשרים, יצירתיים ומחוננים, ולבני משפחותיהם.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56875ebf16441bbe7a03d4d2d57e3b9e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35982987,"asset_id":9812512,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35982987/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9812512"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9812512"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9812512; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9812512]").text(description); $(".js-view-count[data-work-id=9812512]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9812512; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9812512']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "56875ebf16441bbe7a03d4d2d57e3b9e" } } $('.js-work-strip[data-work-id=9812512]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9812512,"title":"David, H. 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(2015). The gifted girl: Case studies." class="work-thumbnail" src="https://attachments.academia-assets.com/39892501/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6583731/David_H_2015_The_gifted_girl_Case_studies">David, H. (2015). The gifted girl: Case studies.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ספר זה הוא הראשון בסדרת תיאורי מקרה של מחוננים, שמקורה הוא בידע המצטבר של מורות וגננות בחינוך הרג...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ספר זה הוא הראשון בסדרת תיאורי מקרה של מחוננים, שמקורה הוא בידע המצטבר של מורות וגננות בחינוך הרגיל ובחינוך המיוחד: שני תיאורי מקרה בספר זה הם של נערות מחוננות שאחת מהן למדה, בעת כתיבת התיאור, במסגרת של החינוך המיוחד, והשניה נעזרה בשירותים פסיכולוגיים שנועדו לילדי החינוך המיוחד. סדרה כזאת תוכל להוות מקור ראשוני למורה ולגננת הרוצות להכיר ילדים מחוננים שפגשו חבריהם לעבודה במסגרת עבודתם או במסגרות אחרות. סימני המחוננות המתוארים יעזרו לעובדי ההוראה, שמעולם לא עסקו באיתור, לזהות פוטנציאל גבוה אצל תלמידיהם. תיאורי השגיאות שנעשו יעזרו להם להימנע משגיאות בעתיד. תיאורים שבהם מסופר על טעויות כתוצאה מדיעות קדומות, יאפשרו לאנשי החינוך לבדוק, האם להם עצמם יש דיעות קדומות דומות, ואם כן - ימליצו על דרכים להתמודד אתן.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd41351e8dc57398af89f841e4b7c169" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39892501,"asset_id":6583731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39892501/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6583731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6583731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6583731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6583731]").text(description); $(".js-view-count[data-work-id=6583731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6583731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6583731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd41351e8dc57398af89f841e4b7c169" } } $('.js-work-strip[data-work-id=6583731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6583731,"title":"David, H. 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THE GIFTED CHILD AND SCHOOL (HEBREW). הילד המחונן ובית הספר" class="work-thumbnail" src="https://attachments.academia-assets.com/37695995/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6236638/Hanna_David_2014_THE_GIFTED_CHILD_AND_SCHOOL_HEBREW_%D7%94%D7%99%D7%9C%D7%93_%D7%94%D7%9E%D7%97%D7%95%D7%A0%D7%9F_%D7%95%D7%91%D7%99%D7%AA_%D7%94%D7%A1%D7%A4%D7%A8">Hanna David (2014). THE GIFTED CHILD AND SCHOOL (HEBREW). הילד המחונן ובית הספר</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"סוגיות רבות ומורכבות עולות בכל הנוגע להשתלבותו של הילד המחונן במערכת החינוך. מה הקשר בין איתור מ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"סוגיות רבות ומורכבות עולות בכל הנוגע להשתלבותו של הילד המחונן במערכת החינוך. מה הקשר בין איתור מחוננים למיקום הגאוגרפי בארץ? ואילו תוכניות למחוננים קיימות בעולם? מיהו המורה האידאלי למחוננים? מתי כדאי להכניס ילד מחונן לכיתה א'? מתי צריך לאבחן ילד כמחונן ומתי כדאי להימנע מכך ומתי הנזק בשל האבחון עלול להיות גדול מהתועלת? בספר זה נבחנות סוגיות מרכזיות הנוגעות לילד המחונן בבית הספר ונעשה ניסיון לתת מענה ולו חלקי לשאלות המעסיקות הורים ומורים לילדים מחוננים. <br />סוגיות רבות ומורכבות עולות בכל הנוגע להשתלבותו של הילד המחונן במערכת החינוך. ספר זה מבקש לגעת בסוגיות היסודיות המעסיקות הורים ומורים המלווים את הילד המחונן בבית הספר: <br /> <br />מהי מחוננות, מהן ההגדרות השונות וכיצד אפשר לדעת אם הילד 'באמת מחונן'? כיצד משפיע המיקום הגאוגרפי בישראל על אחוז הילדים המוגדרים כמחוננים? האם באזור מסוים יש סיכויים גבוהים יותר לזכות לכותרת המחוננות ובאחרים פחות? אלו תוכניות מעמידה מערכת החינוך לטובת תלמידים מחוננים ברחבי הארץ? ומהי תמונת המצב ברחבי העולם? מתי ילד מחונן צריך להיכנס לכיתה א'? האם מחוננות בבית הספר היא ערובה להצלחה? מתי צריך לאבחן ילד כמחונן ומתי כדאי להימנע מכך ומתי הנזק בשל האבחון עלול להיות גדול מהתועלת? האם כדאי לשלוח ילדים למבחנים לאיתור מחוננים ועל הורים ש"לא רוצים" שילדיהם יהיו מחוננים. מהם הקווים לדמותו של מורה המחוננים האידאלי? ולעומת זאת, מיהם בפועל המורים המלמדים את מרבית הילדים המחוננים בארץ ולמה לפעמים עדיף שדווקא מי שעבר הכשרה להוראת מחוננים לא יעסוק בכך? מה חושבים ילדים והורים לילדים מחוננים על תוכניות המחוננים הפועלות ברחבי הארץ? ועל כשלונו של החינוך למחוננים בארץ. <br /> <br />מטרת הספר היא לתת מענה, ולו חלקי, לשאלות הרבות שמורים והורים למחוננים שואלים בנוגע לשילוב ילדיהם במערכת החינוך בארץ, ולבחון בעיות המעסיקות רבים; להרחיב את הידע הדרוש כדי להבין תופעת מסוימות ולקבל החלטות מושכלות יותר עבור הילדים המחוננים בבית הספר. <br /> <br />ד"ר חנה דויד, היא ד"ר לפסיכולוגיה חינוכית עם התמחות במחוננות. לד"ר דויד ניסיון של למעלה מ-20 שנה בייעוץ לילדים ולבני נוער מוכשרים, יצירתיים ומחוננים ולבני משפחותיהם. <br /> <br /> <br /> <br />לפניכם הספר במלואו באדיבות המחברת וההוצאה לאור: <br /> <br />הילד המחונן ובית הספר <br /> <br /> הספר ראה אור באתר פסיכולוגיה עברית, פברואר 2014. כל הזכויות שמורות למחברת ולפסיכולוגיה עברית. <br /> <br />תוכן <br /> <br />פרק 1: מחוננות בישראל, עניין של גאוגרפיה <br />פרק 2: שלום כיתה א – מתי צריך ילד מחונן להיכנס לבית הספר? <br />פרק 3: מה זה אומר על העתיד של הילד שלי אם הוא מחונן? או: האם מחוננות בבית הספר <br />היא ערובה להצלחה? <br />פרק 4: מיהו/י המורה האידיאלי/ת של הילד/ה המחוננ/ת? או: האם התלמיד המחונן זקוק <br />למורה מחונן? <br />פרק 5: אבחון ילדים מחוננים <br />חלק א' <br />חלק ב' <br />חלק ג' <br />פרק 6: למה אבחון מחוננים בעייתי כל כך? על הבעייתיות באבחון ילדים מחוננים ועל <br />הקשיים בפענוח מבחנים אלה <br />פרק 7: הוראת מתמטיקה למצוינים בקבוצה רב-גילית קטנה בכיתות ג-ו <br />פרק 8: האם כדאי לשלוח ילדים להכנה לבחינות לאיתור מחוננים? האם לשלוח את הילדים <br />להכנה לבחינות אלו? <br />פרק 9: תוכניות מחוננים מסביב לעולם <br />פרק 10: 'מיומנו של חנון' – ראיון עם ד"ר חנה דויד <br />פרק 11: במקום סיכום – כשלונו של החינוך למחוננים בישראל <br /> <br />"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7fd69f8cd4a6a60963ed8e7c46a2e922" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37695995,"asset_id":6236638,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37695995/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6236638"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6236638"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6236638; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6236638]").text(description); $(".js-view-count[data-work-id=6236638]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6236638; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6236638']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7fd69f8cd4a6a60963ed8e7c46a2e922" } } $('.js-work-strip[data-work-id=6236638]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6236638,"title":"Hanna David (2014). 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Parenting the gifted להיות הורים לילד מחונן http://www.hebpsy.net/articles.asp?t=0&id=3021" class="work-thumbnail" src="https://attachments.academia-assets.com/100746999/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/4399909/Hanna_David_2013_Parenting_the_gifted_%D7%9C%D7%94%D7%99%D7%95%D7%AA_%D7%94%D7%95%D7%A8%D7%99%D7%9D_%D7%9C%D7%99%D7%9C%D7%93_%D7%9E%D7%97%D7%95%D7%A0%D7%9F_http_www_hebpsy_net_articles_asp_t_0_and_id_3021">Hanna David (2013). Parenting the gifted להיות הורים לילד מחונן http://www.hebpsy.net/articles.asp?t=0&id=3021</a></div><div class="wp-workCard_item"><span>Hebrew Psychology</span><span>, Sep 4, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is no way to prepare for the role of parenting a gifted child. One cannot choose this assig...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is no way to prepare for the role of parenting a gifted child. One cannot choose this assignment, and obviously - there is no way to resign from it. Once the gifted child is born their parents become "parent of a gifted child", no matter when they are aware of it, if ever. <br />Parenting a gifted child is aa pleasure, a long interesting journey, one that makes the parent constantly alert, thinking about problems and solutions. It is hard work, consuming enormous energy which, in spite of this huge investment, are not always enough. Parenting a gifted child needs being conscious of the fact that the child needs, in many cases, solutions that are not offered in the system, both for their academic and social-psychological problems; they might need extra-ordinary ways in order to solve their problems for a long time.  <br />Quite often, parenting a gifted child means looking inside ourselves, confront our past as children, adolescents and young adults, in order to choose the "rights" and wrongs" for our child, when comparing potential ways of education to those we know from our own experience. Sometimes there is a feeling that "everything must be done differently", as we feel the paths our parents had chosen did not lead our lives to the expected results. In such cases there is a strong urge to learn, to find new ways, to try experimental roads and to criticize ourselves when things develop differently from what we had had in mind. In other cases, we tend to adopt ways already paved, feeling in peace with our ow past, present and potential future. <br />The aim of this book is to support the parent of the gifted child in many crossroads of both themselves and their children. It does not substitute personal counseling, certainly not clinical intervention, but it sheds light on many questions, dilemmas and conflicts and offers some potential solutions, some are originals, as potential options helping in raising a gifted child and nurturing their emotional and intellectual needs. <br /> <br /> <br /> לתפקיד "להיות הורים לילד מחונן" אי אפשר להתכונן; זה תפקיד שאין בוחרים בו, וכמובן – אי אפשר להחליט להתפטר ממנו. כאשר נולד הילד המחונן הופכים ההורים שלו להורים למחונן, ולא משנה מתי הם נעשים מודעים לכך – אם בכלל. <br /> <br />להיות הורים לילד מחונן זה תענוג עצום, מסע שלא מפסיק לעניין, לאתגר, לגרום לחשוב. פירוש הדבר גם לעבוד קשה, לענות על שאלות רבות, להצטייד בכמויות אנרגיה גדולות, ולפעמים להיווכח לדעת שאף הן לא מספיקות. הורות לילד מחונן פירושה גם מודעות לעובדה, שהילד זקוק – ויזדקק עוד שנים רבות – לפתרונות שאינם "מובנים במערכת" הן לצורך סיפוק צרכיו הקוגניטיביים והן לסיפוק אלו החברתיים והרגשיים. <br /> <br />להיות הורים לילד מחונן פירוש הדבר, לעיתים קרובות, להביט פנימה, אל תוך עצמנו, להתעמת עם עברנו שלנו כילדים, כבני נוער וכבוגרים: עם מה שנעשה בתהליך גידולנו וחינוכנו "נכון" על פי תפיסתנו, ועם מה שעלינו לשפר אצל ילדנו. לפעמים אנחנו רוצים לבצע "תיקון" באמצעות ילדינו (דויד, 2011ג); לפעמים אנחנו מסתפקים ב"שיפור". לעיתים תכופות פחות אנחנו רוצים לשחזר את הצלחתם של הורינו בגידולנו-שלנו, ויש באמתחתנו נכונות להשקיע לשם כך בלמידה, בהרחבת אופקינו, כמו גם בוויתורים על דברים חומריים לא מעטים: הכל בשביל להיות שם בשביל הילד או הילדה. <br /> <br />הספר הזה אינו בא על מקומו של ייעוץ פרטני בהקשר של בעיה מסוימת שיש לילד מחונן, להוריו או לאחאיו (ראו דויד, 2011ה), ובוודאי לא במקום התערבות. הוא כמובן לא מחליף אבחון אם הדבר נחוץ (דויד, 2012א, 2013א, 2013ב, 2013ג), ולא עונה על שאלות פרטניות דוגמת: "מה קורה אם אני לא רוצה שהילד שלי יהיה מחונן?" (דויד, 2013ה), "האם לשלוח את הילד לכיתת מחוננים?" (דויד, 2013ו), "האם למחוננים יש תמיד קשיים חברתיים?" (דויד, 2013ז) או "אם הילד שלי מחונן, אפשר להיות בטוחים שהוא יצליח בחייו? (דויד, 2013ח; Freeman, 2013). <br /> <br />מטרת הספר היא לתת מענה, ולו חלקי, לשאלות הרבות שהורים למחוננים שואלים ובעיות בהן הם מתלבטים; להרחיב את הידע הדרוש כדי להבין תופעת מסוימות ולקבל החלטות מושכלות יותר עבור ילדיהם.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="72f580a36d2d6cdd3302f3c1b2091ac0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100746999,"asset_id":4399909,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100746999/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4399909"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4399909"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4399909; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4399909]").text(description); $(".js-view-count[data-work-id=4399909]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4399909; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4399909']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "72f580a36d2d6cdd3302f3c1b2091ac0" } } $('.js-work-strip[data-work-id=4399909]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4399909,"title":"Hanna David (2013). 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Index to Keshet [Rainbow]: A Literary Periodical + Introduction (full text)." class="work-thumbnail" src="https://attachments.academia-assets.com/80225614/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616592/Hanna_David_1998_Index_to_Keshet_Rainbow_A_Literary_Periodical_Introduction_full_text_">Hanna David (1998). Index to Keshet [Rainbow]: A Literary Periodical + Introduction (full text).</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> קשת: רבעון לספרות, עיון ובקורת / העורך - אהרן אמיר. תל-אביב : קשת, 1958–1977. ״קש...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">קשת:  רבעון לספרות, עיון ובקורת / העורך -  אהרן אמיר. <br />    תל-אביב : קשת, 1958–1977. <br />  <br />״קשת״ מבקש לקרב אל הקורא העברי זרמים ספרותיים ורוחניים המעצבים את התפתחותו של דורנו וכן להביא לפניו עיונים מתחומה הכולל של מורשת תרבות-האדם. <br />״קשת״ מבקש לספק, כפי יכולתו, את תביעתו הגוברת של הקורא העברי ליצירה הנערכת בראש-וראשונה על שום איכותה האמנותית או על שום משקלה הרעיוני הסגולי, ולהביא לפניו ממיטב היצירה העברית והעולמית בת-זמננו. <br />״קשת״ מבקש לסייע לקורא העברי להכיר מכמה וכמה צדדים את הבעיות והמאורעות המרכזיים של העולם בו אנו חיים, ובפרט של המזרח, אף גם לתרום לליבון שאלות-היסוד של הווייתנו החברתית והתרבותית. <br />״קשת״ מבקש לקרוע חלונות ולהכניס רוח-פרצים מרעננת בחדרי הספרות העברית והמחשבה העברית, לשמש מפגש ליוצרים והוגים הנמנים על אסכולות שונות ומחנות שונים, עזר לצמיחתם של כשרונות מקוריים, מבע לנון-קונפורמיזם ולחיפושי-דרך.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e668140084ebd553c46989d29d259fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":80225614,"asset_id":1616592,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/80225614/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616592"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616592]").text(description); $(".js-view-count[data-work-id=1616592]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616592']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e668140084ebd553c46989d29d259fb" } } $('.js-work-strip[data-work-id=1616592]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616592,"title":"Hanna David (1998). 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There is another way: Girls and women – Achievements and challenges. Jerusalem: The Henrietta Szold Institute and The Ministry of Education (Hebrew)." class="work-thumbnail" src="https://attachments.academia-assets.com/37695542/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616591/Zorman_Rachel_and_David_Hanna_2000_There_is_another_way_Girls_and_women_Achievements_and_challenges_Jerusalem_The_Henrietta_Szold_Institute_and_The_Ministry_of_Education_Hebrew_">Zorman, Rachel & David, Hanna (2000). There is another way: Girls and women – Achievements and challenges. Jerusalem: The Henrietta Szold Institute and The Ministry of Education (Hebrew).</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e736107bd1024ca73b16ca45779a3e22" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37695542,"asset_id":1616591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37695542/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616591]").text(description); $(".js-view-count[data-work-id=1616591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e736107bd1024ca73b16ca45779a3e22" } } $('.js-work-strip[data-work-id=1616591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616591,"title":"Zorman, Rachel \u0026 David, Hanna (2000). There is another way: Girls and women – Achievements and challenges. Jerusalem: The Henrietta Szold Institute and The Ministry of Education (Hebrew).","internal_url":"https://www.academia.edu/1616591/Zorman_Rachel_and_David_Hanna_2000_There_is_another_way_Girls_and_women_Achievements_and_challenges_Jerusalem_The_Henrietta_Szold_Institute_and_The_Ministry_of_Education_Hebrew_","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"WGwrRE85cHNPb01wTUwrb3NVNS8zbDRBVTNTRUxtVVpBWGFMTE01eEwySitjUUUxTHMrTFFVU2plWjRVU3hXdC0tSmpGWnZIZ2t6L0hLNlZydS9Lc0lWQT09--d57692e95c9c8ffe602eac32926d18f3cc9e11eb"},"attachments":[{"id":37695542,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37695542/thumbnails/1.jpg","file_name":"ZORMAN___DAVID_2000_There_is_another_way.pdf","download_url":"https://www.academia.edu/attachments/37695542/download_file","bulk_download_file_name":"Zorman_Rachel_and_David_Hanna_2000_There.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37695542/ZORMAN___DAVID_2000_There_is_another_way-libre.pdf?1432187797=\u0026response-content-disposition=attachment%3B+filename%3DZorman_Rachel_and_David_Hanna_2000_There.pdf\u0026Expires=1740511415\u0026Signature=C86Bbb8hogLR1f1vM6~Iiys5mbqXkeIoCBuWw5XKHau9m-LZQUo5eb~vVqFMIoREMJ-2C~M75oX5ZTIyNbBMNX1-wnGx83YnBFuM~1LBDFy47hPbJSRf2HqGwLXgmGCgBPcN7b5jRE-YykqA67br0HDWVwSVobAqsCjytMCKPLwPYubh5va-Ofr-gqXYd-bt85W7y~8cZ51Eua9kaf4iykSoOIUTd~RqgTueJm2TOjbk9T~9coVIbuGooBsUne5Pp79VSHuyLB9NvALdtPXtXY05YRO2dRC0FeHU-~zTVgCAFJaiUkH3LwnZDsuP0MGeXlUhjRE3rDwhdPgT9agi8g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1616589"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1616589/Ziegler_A_David_H_and_St%C3%B6ger_H_2004_Male_stereotype_An_Empirical_Study_on_the_Effects_of_the_Concept_of_a_Successful_Academic_Person_Ulmer_Forsciungsberichte_aus_den_P%C3%A4dagogischen_Psychologie_8_Universit_of_Ulm_Germany"><img alt="Research paper thumbnail of Ziegler, A., David, H. & Stöger, H. (2004). Male stereotype: An Empirical Study on the Effects of the Concept of a Successful Academic Person. Ulmer Forsciungsberichte aus den Pädagogischen Psychologie, 8. Universit of Ulm: Germany." class="work-thumbnail" src="https://attachments.academia-assets.com/31764847/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616589/Ziegler_A_David_H_and_St%C3%B6ger_H_2004_Male_stereotype_An_Empirical_Study_on_the_Effects_of_the_Concept_of_a_Successful_Academic_Person_Ulmer_Forsciungsberichte_aus_den_P%C3%A4dagogischen_Psychologie_8_Universit_of_Ulm_Germany">Ziegler, A., David, H. & Stöger, H. (2004). Male stereotype: An Empirical Study on the Effects of the Concept of a Successful Academic Person. Ulmer Forsciungsberichte aus den Pädagogischen Psychologie, 8. Universit of Ulm: Germany.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For many persons the prototypical successful academic person is male. In three studies, the effec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For many persons the prototypical successful academic person is male. In three studies, the effects of this belief on types of solutions to a thinking task will be shown. In Study 1 (N=144), it is demonstrated that people have major difficulties finding a solution that refutes this belief. In Study 2 (N=21), which uses an equivalent formulation of the thinking problem whose solution corresponds to the male-associated successful academic person, the level of difficulty sinks dramatically. Participants from Study 3 (N=200), who were primed with a story of either an academically successful woman or man before receiving the thinking task were female and male university students from Germany and Israel in a counterbalanced design. The results show that a successful solution requires a restructuring of the thinking task that is based on the availability and accessibility of alternatives. In the discussion, the effects of the male-dominant interpretation of an academically successful person on Israeli and German women and men will be dealt with and starting points for change will be discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="342f3ca82158a164a175c13e2a733bc7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31764847,"asset_id":1616589,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31764847/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616589"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616589"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616589; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616589]").text(description); $(".js-view-count[data-work-id=1616589]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616589; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616589']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "342f3ca82158a164a175c13e2a733bc7" } } $('.js-work-strip[data-work-id=1616589]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616589,"title":"Ziegler, A., David, H. \u0026 Stöger, H. (2004). Male stereotype: An Empirical Study on the Effects of the Concept of a Successful Academic Person. Ulmer Forsciungsberichte aus den Pädagogischen Psychologie, 8. Universit of Ulm: Germany.","internal_url":"https://www.academia.edu/1616589/Ziegler_A_David_H_and_St%C3%B6ger_H_2004_Male_stereotype_An_Empirical_Study_on_the_Effects_of_the_Concept_of_a_Successful_Academic_Person_Ulmer_Forsciungsberichte_aus_den_P%C3%A4dagogischen_Psychologie_8_Universit_of_Ulm_Germany","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"Qnl2am5uOVVZcjNSWCtFN3RpakYzWnh5a1hFS1p0anhMbFRUYTJGVVVndXJ6ZTVCbEZkaXB1QVpvaGtTU2ZSQS0tYjdXSTZoSmx5ZlJ3OGI0L3VWY1F6UT09--c9f3242b07fedf1c96e91ff19de3edd1da5c0ad3"},"attachments":[{"id":31764847,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31764847/thumbnails/1.jpg","file_name":"Stoeger_Ziegler_David_2004_what_is_a_SPECIALIST.pdf","download_url":"https://www.academia.edu/attachments/31764847/download_file","bulk_download_file_name":"Ziegler_A_David_H_and_Stoger_H_2004_Male.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31764847/Stoeger_Ziegler_David_2004_what_is_a_SPECIALIST-libre.pdf?1392380702=\u0026response-content-disposition=attachment%3B+filename%3DZiegler_A_David_H_and_Stoger_H_2004_Male.pdf\u0026Expires=1740511415\u0026Signature=U2XdSj5YreBR45xcracaCbFPw7Rjoyx3XDvrO66WeIWZyhaIkBOk08GOSE8VMk9VjGKV4Mz5H-2CAncwFkibJI154fIK~ffLKVi3TwkgH3UiFHJ5VlxOV7yluxhalE7ZGN5X9lpX78oHKb1nkjwGQhIaLGyFmXZV48x3P8W758e6SKDIYxy7xBt3za7kvwlpgRDmeU80KSDGsinBzcHMD5y4ad6BA6HiMfC0P1FR3x-~Xk9eppMnBD2j-Kyk9Yt4NzkMg0EYg0GvDJo4iNlVCo8X73VIqh0Yd94uKZDmho07ekyr71G0-F4tu8A4wYACyZ7VIfjBdRJFSbEceG1-fg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1616588"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1616588/Hanna_David_2009_Mathematics_learning_in_the_Israeli_junior_high_school_The_influence_of_gender_religion_grade_class_type_and_religiosity_on_mathematics_learning_in_the_Israeli_junior_high_school_Saarbr%C3%BCcken_Germany_VDM_Verlag"><img alt="Research paper thumbnail of Hanna David (2009). Mathematics learning in the Israeli junior high school. The influence of gender, religion, grade, class-type, and religiosity on mathematics learning in the Israeli junior high school. Saarbrücken, Germany: VDM Verlag." class="work-thumbnail" src="https://attachments.academia-assets.com/37695533/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616588/Hanna_David_2009_Mathematics_learning_in_the_Israeli_junior_high_school_The_influence_of_gender_religion_grade_class_type_and_religiosity_on_mathematics_learning_in_the_Israeli_junior_high_school_Saarbr%C3%BCcken_Germany_VDM_Verlag">Hanna David (2009). Mathematics learning in the Israeli junior high school. The influence of gender, religion, grade, class-type, and religiosity on mathematics learning in the Israeli junior high school. Saarbrücken, Germany: VDM Verlag.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learning mathematics in the Israeli junior high school has become a serious problem in the educat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning mathematics in the Israeli junior high school has become a serious problem in the education system in the last 20 years. While in 1963/4 Israel scored the first of the 12 industrialized participants of the first internatioal assesment among 4th, 8th and 12th graders, the 1999-TIMSS results have demonstrated that not only the achievements of Israeli students were in the lower quarter of the 38 examined countries, but the gender gap was almost the highest of all these countries. Junior high school is the critical time for choosing an educational track for the matricualtion examinations taken place at the end of grade 12. In Israel the learning of high level mathematics is a condition not only for being accepted to a mathematically-dependent university department but to any high prestige area as well. Thus it is very important to learn what are the educational, psychological and motivational components involved in the learning of mathematics in order to be able to suggest ways for improvement. <br />I have chosen to examine all these components in grades 7, 8, 9, and 10 of four Israeli shcools: a secular, mixed Jewish school; a religious school with single-sex classes; a secular mixed Arab school, and an Arab girls’ school. More than 800 students in these schools were given 116-questions questionnaires to examine the following components: valuing math, believability in their own math abilities, math helplessness, belief in incremental or rigid theory of intelligence, stability of math abilities, motivational orientation: learning goals, approach-performance orientation, and avoidance orientation, math anxiety, preferenece of afternoon math classes, aspirations level, and actual math achievements. <br />The most important results of my study have been that there is actually no gender gap in school performance of math in the Isreali junior high school, that motivational components have had no influence on the actual math grades in any of the sub-groups, that the sub-group that scored the highest in internal motivation, as well as in belevability of own math abilities and the lowest in stability of math abilities was Arab girls leaning in single-sex classes, that within one year the students learning in the less-prestige religious Jewish school scored as high in school grades as those learning in the other Jewish school, considered one of the best in Israel. <br />This study, though done among students of four types of schools, gives a picture of just a small part of Israeli schools. Further research in many more sub-populations is needed in order to come to general conclusion about all these components influenceing the learning of math in the Israeli school. The sub-populations that should be included are: in the Jewish sector secular students learning in Kibbutzim, in dormitories, and in less-privileged neighbourhoods as well as new-comers, especially from the ex-USSR republics and Ethiopia; religious students learning in single-sex day schools and single-sex boarding schools, and Ultra-Orthodox students learning in special schools. In the Arab sector a complete picture cannot be drown unless Muslims, Christians, Druzes, and Bedouins will be examined in schools located in Arab cities, Arab villages, as well as in mixed – Jewish-Arab – cities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="057810d0e29e141475fb2323f2488fd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37695533,"asset_id":1616588,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37695533/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616588"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616588"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616588; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616588]").text(description); $(".js-view-count[data-work-id=1616588]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616588; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616588']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "057810d0e29e141475fb2323f2488fd0" } } $('.js-work-strip[data-work-id=1616588]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616588,"title":"Hanna David (2009). 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The  participants have taken an active part during the presentation and their questions were answered. Among the discussed issues: <br />1. Some difficulties of staff members treating the gifted;<br />2. Challenging personal characteristics of the gifted;<br />3. Challenging mental characteristics of the gifted;<br />4. Emotional and social needs of the gifted;<br />5. Sensitivities of the gifted.<br /><br />A list of "things that should not be done" has concluded the presentation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="l4r4Kj"><a class="js-profile-work-strip-edit-button" href="https://telaviv.academia.edu/video/edit/l4r4Kj" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="l4r4Kj">22 views</span></span></span></div></div></div><style type="text/css">/*thumbnail*/ .video-thumbnail-container { position: relative; height: 88px !important; box-sizing: content-box; } .thumbnail-image { height: 100%; width: 100%; object-fit: cover; } .play-icon { position: absolute; width: 40px; height: 40px; top: calc(50% - 20px); left: calc(50% - 20px); } .video-duration { position: absolute; bottom: 2px; right: 2px; color: #ffffff; background-color: #000000; font-size: 12px; font-weight: 500; line-height: 12px; padding: 2px; }</style><div class="js-work-strip profile--work_container" data-video-id="23576"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" href="https://www.academia.edu/video/lvXzPj"><div class="work-thumbnail video-thumbnail-container"><img class="thumbnail-image" onerror="this.src='//a.academia-assets.com/images/videoicon.svg'" src="https://academia-edu-videos.s3.amazonaws.com/transcoded/lvXzPj/thumbnail.jpg?response-content-disposition=inline%3B%20filename%3D%22thumbnail.jpg%22%3B%20filename%2A%3DUTF-8%27%27thumbnail.jpg&response-content-type=image%2Fjpeg&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=ASIATUSBJ6BAOJ526PBI%2F20250227%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20250227T085426Z&X-Amz-Expires=6367&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEDUaCXVzLWVhc3QtMSJGMEQCIEkozsp2u1zcWZCiXa19OD8jaNfoIvcGWJ0PSmk4FDK8AiBNP7U4r4Pwxf82Dya4I7JhMjYZ8p8a8itrAFwUhyX8ziqNBAhuEAAaDDI1MDMxODgxMTIwMCIMrVVI7EBAteeHO45SKuoDT%2B5MU05M9l5hv1SNX8ckmoWTzweR5MbAYvQfNVCvxDRS20TN3IezI%2FVNWjvv1q%2BYLKilMmiOqQaQfDzluwk%2B%2BZIzpo559huLWCpGnP2DUUq8lcQI2yneB2pLA%2FTNe1LNDH1YXsgtegoyMGcmL0lYcyh0zAtr35jHGzS%2FqcZOmQ7XP7lVzfvKDhEtz5RFamzKIrhupbt5eV4V1bIy8N6z%2BdB85nKMarYii8EahOIyVBIu5SDeADB4WPEkdqBJxhvjDm0374vORxugRDyTAK3VQjZUTWvHAWdS4jkl0FJ0lAGAVXLVGJfR02VfR8KQj%2Bvlr3wwqIX%2Fo0o7hipcfoOGKE6Il5DZkro0ETp2rD%2BWDP1u5pTRLuVQDqSlbO9hILh2BzKSkVKkcNhH26t80pljhZYP%2BFuXQ2n4IieT8nXck9UT6fBPI8BJOrqrIvmcdwHQwF%2FoVbfhL9uKnANwolccjurij5CHSGkh%2B4nLv3O%2B9snLqHw1AvTlIWdKdgFbtyNsXWRd8dPtHEA7sJGy5LJTVOeO6fAtpeB9Q10n6zpcFuNhbnZBj1t7XEwYHW%2BFchXVTpxRKxUFS7EYk0ku2kTRRfdn9HQ%2B%2BKCbRolhwrTnSOaTVQHGmgzVsvy1HSEfMXzu635HNt1OVirGwjDB2f%2B9BjqmAfguzE0dxvNxKDZf40GslU3oyz4c5%2Fugo83xlKRXGT6yscZC6VtApHWa6%2B%2F3uMo1FKtdle9LHjDuKLF8PjyeSCvA%2BcDF7LpFVp3f8BmTKZN%2B4L0dZjjdrS8qCs4eVZfoxm2tDyrr9A%2Fro6%2F3%2BRaHa%2F4EaLis%2BduZm%2FAQoPG9MgBKTBRIgPLCfaevdRVlgxMbGSD00Q%2Fu8t1PIWm%2FCuLsUMs9aFvNq2w%3D&X-Amz-SignedHeaders=host&X-Amz-Signature=f40c6ef45f1b07cf28d3cf21c3ff383ba1e0f3044526117d9bd9957fe42f8d73" /><img alt="Play" class="play-icon" src="//a.academia-assets.com/images/video-play-icon.svg" /><div class="video-duration">35:21</div></div></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" href="https://www.academia.edu/video/lvXzPj">Social qualifications of gifted children כישורים חברתים בקרב ילדים מחוננים</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The 2016 presentation of the first online conference for improving and enhancing social qualifica...</span><a class="js-work-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The 2016 presentation of the first online conference for improving and enhancing social qualification of children. The interview slaughters holy cows such as lack of sufficient social abilities of the gifted and explains how giftedness in general and verbal giftedness in particular contributes to social development. It is useful for parents, teachers, counselors and psychologists of the gifted. <br /> <br /><a href="https://youtu.be/7VauWwzq-pI" rel="nofollow">https://youtu.be/7VauWwzq-pI</a> <br />כישורים חברתיים בקרב ילדים מחוננים, 9-11/2/2016 <br />הרצאתה של דר. חנה דויד, "כישורים חברתיים בקרב ילדים מחוננים" הוצגה בכנס האינטרנטי הראשון לשיפור ולחיזוק של כישורים חברתיים שערכו שירי ואייל רזנס ב-9-11.2.2016. הראיון, אותו ערכו שירי ואייל, מנפץ דעות קדומות רבות ומציג תובנות חדשות שעשויות לעזור להורים למחוננים ולאנשי חינוך, פסיכולוגיה וייעוץ שעובדים עם ילדים מחוננים.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-video-id="lvXzPj"><a class="js-profile-work-strip-edit-button" href="https://telaviv.academia.edu/video/edit/lvXzPj" rel="nofollow" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-video-id="lvXzPj">21 views</span></span></span></div></div></div></div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="215553" id="books"><div class="js-work-strip profile--work_container" data-work-id="121592455"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/121592455/%D7%9E%D7%A1%D7%A4%D7%A8_%D7%A9%D7%A0%D7%99%D7%99%D7%9D_%D7%9E%D7%A6%D7%95%D7%99%D7%9F_%D7%A9%D7%98%D7%A4%D7%90%D7%9F_%D7%94%D7%99%D7%99%D7%9D_%D7%AA%D7%A8%D7%92%D7%95%D7%9D_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_%D7%A9%D7%95%D7%A4%D7%A8%D7%90_1985_"><img alt="Research paper thumbnail of מספר שניים מצוין שטפאן היים תרגום חנה דויד [שופרא, 1985]" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/121592455/%D7%9E%D7%A1%D7%A4%D7%A8_%D7%A9%D7%A0%D7%99%D7%99%D7%9D_%D7%9E%D7%A6%D7%95%D7%99%D7%9F_%D7%A9%D7%98%D7%A4%D7%90%D7%9F_%D7%94%D7%99%D7%99%D7%9D_%D7%AA%D7%A8%D7%92%D7%95%D7%9D_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_%D7%A9%D7%95%D7%A4%D7%A8%D7%90_1985_">מספר שניים מצוין שטפאן היים תרגום חנה דויד [שופרא, 1985]</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="09712aaf67dd3d8da66e30dfc635465e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":116431154,"asset_id":121592455,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/116431154/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="121592455"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="121592455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 121592455; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="96874915"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96874915/Gifted_Children_and_Adolescents_Through_the_Lens_of_Neuropsychology_DAVID_and_GYAMATHY"><img alt="Research paper thumbnail of Gifted Children and Adolescents Through the Lens of Neuropsychology - DAVID & GYAMATHY" class="work-thumbnail" src="https://attachments.academia-assets.com/98651218/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96874915/Gifted_Children_and_Adolescents_Through_the_Lens_of_Neuropsychology_DAVID_and_GYAMATHY">Gifted Children and Adolescents Through the Lens of Neuropsychology - DAVID & GYAMATHY</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/EGyarmathy">Eva Gyarmathy</a></span></div><div class="wp-workCard_item"><span>Gifted Children and Adolescents Through the Lens of Neuropsychology </span><span>, Mar 17, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book addresses a wide range of issues situated in the core of theoreticians’ and clinicians’...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book addresses a wide range of issues situated in the core of theoreticians’ and clinicians’ work in the field of giftedness. It gathers practical issues, relevant for the lives of many gifted children, adolescents and adults, from a neuropsychological point of view. By studying the basic questions in gifted education through a neuropsychological lens, this book aims to establish a uniform new way for the treatment of gifted children with social or emotional difficulties, learning disabilities, physical limitations, or psychological and psychiatric disorders. <br />This book helps educators and mental-health professionals to obtain a deeper understanding of the neurological system and its role in learning. This includes memory, knowledge-processing, making connections, and the implications on the cognitive, emotional, and physical aspects – all of which play major roles in the life of each gifted child and adolescent. By acquiring this new knowledge, more teachers, counsellors, psychologists and psychiatrists will be able to help individuals materialize their giftedness, while preserving their mental health and productivity. <br />The chapters: <br />1. Supporting and encouraging the versatile gifted child or adolescent; David <br />2. "Keeping the light on" – rather than turning it off for gifted children with overexcitabilities"; David <br />3. Treating the profoundly gifted; Gyarmathy <br />4. Neurodiversity and supporting autistic-gifted child and adolescent; Gyarmathy <br />5. Understanding gifted children with executive dysfunction and helping them; Gyarmathy <br />6. Counselling, treating, and helping gifted children with specific learning difficulties; Gyarmathy <br />7. Teaching and instructing the bi- or tree-lingual gifted student; David <br />8. Understanding and supporting the homosexual and trans-sexual gifted adolescent; David</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="af8252498147cea99b0b0ed4355580af" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98651218,"asset_id":96874915,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98651218/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96874915"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96874915"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96874915; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44755380"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44755380/Dynamic_on_line_assessment_of_gifted_children"><img alt="Research paper thumbnail of Dynamic on line assessment of gifted children" class="work-thumbnail" src="https://attachments.academia-assets.com/65244082/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44755380/Dynamic_on_line_assessment_of_gifted_children">Dynamic on line assessment of gifted children</a></div><div class="wp-workCard_item"><span>Dynamic on line assessment of gifted children </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The book DYNAMIC ON-LINE ASSESSMENT OF GIFTED CHILDREN offers educators, counselors and parents o...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The book DYNAMIC ON-LINE ASSESSMENT OF GIFTED CHILDREN offers educators, counselors and parents of 3-16-year old gifted, talented, curious, and creative children and youths a new, original tool of assessing their interests and abilities. As this book has been published during the second wave of the covid19 pandemic, it concentrates on ways of assessment that can all function on-line as well. All offered activities have been tried both before “corona-time” started, when on-line therapy, let alone – on-line giftedness identification, was not practiced for children. The case studies presented in the book have all been written since March 2019, proved effective, enriching the knowledge of the counselor. They were also described as “easy”, “nice”, pleasant” and “interesting” by the children involved, and thus are recommended as unlike formal identification they put no pressure either on the child or on her or his parents.<br />The first assessed child described is a 3-year old girl, who was identified as highly gifted in mathematics. The “game” played was “the geometrical shapes game”, during which she was asked “what do you want me [the counselor] to paint?” and then: “what color do you want me to use?” During the “game” the child showed a wide knowledge in both 2- and 3-dimentional shapes, she always insisted on using the exact mathematical terms, and each time she approved on the result she was very happy.<br />The next “games” descried were all word games. In “The associations game” the counselor writes a word and the child adds another one without thinking, and this goes on alternately for as long as the counselor decides, depending on the child’s age, her or his attention span, level of hunger or thirst, etc. This “game” is suitable toddlers, kindergartners and first grader. The “ugly words game” is suitable especially for children with emotional and social problems. “Writing a story” is most suitable for kindergartners; it does not only reveal many important characteristics of the child but also enables them to express themselves freely, knowing that the story is imaginary. “Writing a story together” is the last suggestion for on-line assessment through a word game.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25462869120a90e457662b9353e18c70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65244082,"asset_id":44755380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65244082/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41721182"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41721182/Emotionally_Socially_and_Learning_Disabled_Gifted_Children"><img alt="Research paper thumbnail of Emotionally, Socially and Learning Disabled Gifted Children" class="work-thumbnail" src="https://attachments.academia-assets.com/61879990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41721182/Emotionally_Socially_and_Learning_Disabled_Gifted_Children">Emotionally, Socially and Learning Disabled Gifted Children</a></div><div class="wp-workCard_item"><span>Emotionally, Socially and Learning Disabled Gifted Children</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">BOOK DESCRIPTION. This book presents the reader with the main inherent problems of double-excepti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">BOOK DESCRIPTION. This book presents the reader with the main inherent problems of double-exceptionality, namely, the difficulties educators and mental health professionals must deal with when working with gied disabled children and youths.<br />The last chapter describes ten of these problems; on the one hand, some have been caused by unfamiliarity of the basic terms and denitions of giedness and on the other, learning or other disabilities; some by treatment failures of gied disabled<br />children and youths.<br />The main part of the book, chapters 2-5, include six detailed case studies of gied children and adolescents who were dealing, in some cases, with learning disabilities, but in all cases with social, emotional, psychological and familial issues that<br />jeopardized not only their educational and professional future, but also their well-being and even their mental health.<br />These chapters include also shorter vignettes of gifted disabled young and older children whom I have met in the last thirty years. Some of these cases–both the longer and the shorter case studies–are of students who had considered dropping out of<br />school. This book challenges the assumption that dropping out is necessarily also an educational failure. Some of the cases described did not have a “happy ending”: they describe young people who unsuccessfully tried to be “like everybody else,”<br />an attempt that has always been hard to live with.<br />The last chapter shows that only when all components in the child’s or adolescent’s life, the family, the education system, and the social circle she or he belonged to encouraged and nurtured the child, materializing one’s giedness while maintaining a<br />high level of well-being and social acceptability can be accomplished. The chapter of the book analyzes these factors while showing how misunderstanding of the child’s needs, along with inability to provide her or him with the proper educational and psychological help might cause “giving up” one’s giedness, deterioration in the social/emotional situation or both.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae0e94c6dac29931b03e2ba0971ca97a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61879990,"asset_id":41721182,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61879990/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41721182"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41721182"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41721182; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41703486"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41703486/Understanding_Gifted_Children_Perspectives_Gender_Differences_and_Challenges"><img alt="Research paper thumbnail of Understanding Gifted Children: Perspectives, Gender Differences, and Challenges" class="work-thumbnail" src="https://attachments.academia-assets.com/61862061/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41703486/Understanding_Gifted_Children_Perspectives_Gender_Differences_and_Challenges">Understanding Gifted Children: Perspectives, Gender Differences, and Challenges</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KorneliaTischler">Kornelia Tischler</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://fsu.academia.edu/StevenPfeiffer">Steven Pfeiffer</a></span></div><div class="wp-workCard_item"><span>Understanding Gifted Children: Perspectives, Gender Differences, and Challenges</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Understanding Gifted Children: Perspectives, Gender Differences and Challenges is about exploring...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Understanding Gifted Children: Perspectives, Gender Differences and Challenges is about exploring and finding the best ways of matching educational and psychological means and methods for each gifted child. The book tries to help the reader understand the different educational, emotional or social needs of various gifted children, those considered “highly-gifted” and the others who are perceived as “mildly-gifted”; children who are interested in science and others who tend to the humanities or to arts; chess Olympic champions or child-musicians or actors.<br /><br />The first chapter offers an extended case study of the early life of a gifted girl, born to an Orthodox family in the early 50’s: “my own life story from birth to adulthood. I describe the origins of my own giftedness, my educational and social path that helped me to become a giftedness expert in spite of all obstacles.”<br /><br />The second chapter describes the different ways gifted education is applied in the educational systems of three German-speaking European countries, Germany, Switzerland and Austria, and offers ways to improve them.<br /><br />Creativity is the subject of the third chapter; gender differences in creativity have been a major concern of hundreds of scholars – both feminists and giftedness researchers – for many decades. This chapter summarizes the most updated knowledge in this area.<br /><br />The fourth chapter is about gifted children with ADHD. The high occurrence of them stresses the need for more research and more case studies available to teachers, headmasters or mistresses, scholars, psychologists and psychiatrists. The chapter is a substantial contribution providing accessibility to such needed knowledge.<br /><br />The fifth chapter is aimed primarily at teachers, but it can also be useful to mental health professionals. It unravels the innovative concept of future thinking, elaborating on the suitable learning space proposed for gifted and able students at elementary and secondary schools named LIFTS centers. It then addressed teaching-learning using a Multidimensional Curriculum Model (MdCM) explaining its conceptual framework, construction and components, thinking skills developed, and curriculum design.<br /><br />The last chapter describes all families seeking my help for their gifted daughters in the year 2014. All girls described in this chapter had the opportunity to participate in gifted classes or other activities for the gifted, but most of them chose not to. This chapter is a “closing comparison” between the first chapter describing an Ultra-Orthodox girl whose family did not prevent her from doing what she wanted to in spite of social prejudices, financial difficulties, fears and even shame. Most girls described in chapter 6 had not materialized their potential due to lack of parental support needed in order to “have it their own way”.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="350ab018ca0d5d2d591e65e198227e02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61862061,"asset_id":41703486,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61862061/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41703486"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41703486"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41703486; 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(2016). Gifted children with learning disabilities or emotional/social problems (Hebrew). http://www.hebpsy.net/articles.asp?id=3476 מחוננים בעלי לקויות למידה, בעיות רגשיות או בעיות חברתיות" class="work-thumbnail" src="https://attachments.academia-assets.com/47849770/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/27588268/David_H_2016_Gifted_children_with_learning_disabilities_or_emotional_social_problems_Hebrew_http_www_hebpsy_net_articles_asp_id_3476_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%A2%D7%9C%D7%99_%D7%9C%D7%A7%D7%95%D7%99%D7%95%D7%AA_%D7%9C%D7%9E%D7%99%D7%93%D7%94_%D7%91%D7%A2%D7%99%D7%95%D7%AA_%D7%A8%D7%92%D7%A9%D7%99%D7%95%D7%AA_%D7%90%D7%95_%D7%91%D7%A2%D7%99%D7%95%D7%AA_%D7%97%D7%91%D7%A8%D7%AA%D7%99%D7%95%D7%AA">David, H. (2016). Gifted children with learning disabilities or emotional/social problems (Hebrew). http://www.hebpsy.net/articles.asp?id=3476 מחוננים בעלי לקויות למידה, בעיות רגשיות או בעיות חברתיות</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="500799ea67dcfd24eb6fad640c4d0923" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47849770,"asset_id":27588268,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47849770/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27588268"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27588268"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27588268; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27588268]").text(description); $(".js-view-count[data-work-id=27588268]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27588268; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27588268']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "500799ea67dcfd24eb6fad640c4d0923" } } $('.js-work-strip[data-work-id=27588268]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27588268,"title":"David, H. (2016). 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(2014). Demographic characteristics of students accepted to The Young Person's Institute for the Promotion of Creativity and Excellence: Findings in three decades cohorts (Hebrew). http://www.hebpsy.net/articles.asp?id=3216" class="work-thumbnail" src="https://attachments.academia-assets.com/35982987/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9812512/David_H_2014_Demographic_characteristics_of_students_accepted_to_The_Young_Persons_Institute_for_the_Promotion_of_Creativity_and_Excellence_Findings_in_three_decades_cohorts_Hebrew_http_www_hebpsy_net_articles_asp_id_3216">David, H. (2014). Demographic characteristics of students accepted to The Young Person's Institute for the Promotion of Creativity and Excellence: Findings in three decades cohorts (Hebrew). http://www.hebpsy.net/articles.asp?id=3216</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ב-45 שנות פעילותו של המכון לקידום נוער ליצירתיות ולמצוינות מיסודה של ד"ר אריקה לנדאו השתתפו בפעיל...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ב-45 שנות פעילותו של המכון לקידום נוער ליצירתיות ולמצוינות מיסודה של ד"ר אריקה לנדאו השתתפו בפעילויותיו למעלה מ-40,000 תלמידים. פעילות ברוכה וארוכת שנים זו בקרב ילדים ומתבגרים כה רבים, משכבות חברתיות שונות, באה לידי ביטוי בעיקר באלפים רבים מבוגרי המכון הניצבים היום במרכז העשייה הציבורית והפרטית בכל תחום מתחומי החיים המקצועיים והאקדמיים בארץ ומחוצה לה. עם זאת, על אף העובדה, שמאמרים רבים נכתבו על אספקטים שונים הקשורים לפעילויות המכון ולמשתתפים בהם, עד עתה לא נערכה עבודה שיהיה בה אפילו מעט מהסיכום הפנורמי לו ראוי מפעל כה ייחודי. <br /> <br />כתוצאה מהמחקר המצומצמם בתחום,  האמונות והדעות על מחוננות הרווחות בארץ אינן מסתמכות על נתונים שניתן לאמתם או להפריכם היא, שעיוותים רבים מתרחשים בכל הנוגע לפסיכולוגיה של מחוננים ולדידדקטיקה של מחוננים. ספר זה, המרכז ממצאים דמוגרפים הנוגעים לילדים המחוננים שהשתתפו בפעילות המכון במשך שלושה עשורים,  נועד לתקן – ולו במידה מזערית – את המצב הזה. <br /> <br />בין השאלות עליהן מנסה הספר לענות: <br /> <br />• האם בנים ובנות מתחילים את לימודיהם במכון בממוצע באותו גיל? <br />• האם ישנם גילים מסוימים שבהם רבה יותר הנטייה של ההורים לשלוח את ילדיהם ללימודי העשרה למחוננים, ואם כן – מהן הסיבות האפשריות לכך? <br />• האם בתוך אותה שכבת גיל קיימים הפרשים מובהקים בין ממוצע גיל הבנים לממוצע גיל הבנות? <br />• האם הנטייה לשלוח בנות ללימודים במכון גדולה יותר בקרב בנות שבני משפחותיהן למדו בעבר או לומדים בהווה במכון מאשר בקרב בנים כאלה? <br />• האם נכונה ההשערה, שרמת ההשכלה של האמהות שבנותיהן לומדות במכון גבוהה מזו של אמהות הבנים הלומדים במכון? <br />• האם קיימים מאפיינים מיוחדים עבור בנות ממשפחות בנות ארבעה ילדים ומעלה? אם כן – מהם? <br /> <br /> <br /> <br />ד"ר חנה דויד, היא בעלת דוקטורט בפסיכולוגיה חינוכית, עם התמחות במחוננות. היא בעלת ניסיון של למעלה מ-20 שנים בייעוץ לילדים ולבני נוער מוכשרים, יצירתיים ומחוננים, ולבני משפחותיהם.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56875ebf16441bbe7a03d4d2d57e3b9e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35982987,"asset_id":9812512,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35982987/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9812512"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9812512"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9812512; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9812512]").text(description); $(".js-view-count[data-work-id=9812512]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9812512; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9812512']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "56875ebf16441bbe7a03d4d2d57e3b9e" } } $('.js-work-strip[data-work-id=9812512]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9812512,"title":"David, H. 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(2015). The gifted girl: Case studies." class="work-thumbnail" src="https://attachments.academia-assets.com/39892501/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6583731/David_H_2015_The_gifted_girl_Case_studies">David, H. (2015). The gifted girl: Case studies.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ספר זה הוא הראשון בסדרת תיאורי מקרה של מחוננים, שמקורה הוא בידע המצטבר של מורות וגננות בחינוך הרג...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ספר זה הוא הראשון בסדרת תיאורי מקרה של מחוננים, שמקורה הוא בידע המצטבר של מורות וגננות בחינוך הרגיל ובחינוך המיוחד: שני תיאורי מקרה בספר זה הם של נערות מחוננות שאחת מהן למדה, בעת כתיבת התיאור, במסגרת של החינוך המיוחד, והשניה נעזרה בשירותים פסיכולוגיים שנועדו לילדי החינוך המיוחד. סדרה כזאת תוכל להוות מקור ראשוני למורה ולגננת הרוצות להכיר ילדים מחוננים שפגשו חבריהם לעבודה במסגרת עבודתם או במסגרות אחרות. סימני המחוננות המתוארים יעזרו לעובדי ההוראה, שמעולם לא עסקו באיתור, לזהות פוטנציאל גבוה אצל תלמידיהם. תיאורי השגיאות שנעשו יעזרו להם להימנע משגיאות בעתיד. תיאורים שבהם מסופר על טעויות כתוצאה מדיעות קדומות, יאפשרו לאנשי החינוך לבדוק, האם להם עצמם יש דיעות קדומות דומות, ואם כן - ימליצו על דרכים להתמודד אתן.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd41351e8dc57398af89f841e4b7c169" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39892501,"asset_id":6583731,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39892501/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6583731"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6583731"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6583731; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6583731]").text(description); $(".js-view-count[data-work-id=6583731]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6583731; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6583731']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd41351e8dc57398af89f841e4b7c169" } } $('.js-work-strip[data-work-id=6583731]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6583731,"title":"David, H. 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THE GIFTED CHILD AND SCHOOL (HEBREW). הילד המחונן ובית הספר" class="work-thumbnail" src="https://attachments.academia-assets.com/37695995/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/6236638/Hanna_David_2014_THE_GIFTED_CHILD_AND_SCHOOL_HEBREW_%D7%94%D7%99%D7%9C%D7%93_%D7%94%D7%9E%D7%97%D7%95%D7%A0%D7%9F_%D7%95%D7%91%D7%99%D7%AA_%D7%94%D7%A1%D7%A4%D7%A8">Hanna David (2014). THE GIFTED CHILD AND SCHOOL (HEBREW). הילד המחונן ובית הספר</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"סוגיות רבות ומורכבות עולות בכל הנוגע להשתלבותו של הילד המחונן במערכת החינוך. מה הקשר בין איתור מ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"סוגיות רבות ומורכבות עולות בכל הנוגע להשתלבותו של הילד המחונן במערכת החינוך. מה הקשר בין איתור מחוננים למיקום הגאוגרפי בארץ? ואילו תוכניות למחוננים קיימות בעולם? מיהו המורה האידאלי למחוננים? מתי כדאי להכניס ילד מחונן לכיתה א'? מתי צריך לאבחן ילד כמחונן ומתי כדאי להימנע מכך ומתי הנזק בשל האבחון עלול להיות גדול מהתועלת? בספר זה נבחנות סוגיות מרכזיות הנוגעות לילד המחונן בבית הספר ונעשה ניסיון לתת מענה ולו חלקי לשאלות המעסיקות הורים ומורים לילדים מחוננים. <br />סוגיות רבות ומורכבות עולות בכל הנוגע להשתלבותו של הילד המחונן במערכת החינוך. ספר זה מבקש לגעת בסוגיות היסודיות המעסיקות הורים ומורים המלווים את הילד המחונן בבית הספר: <br /> <br />מהי מחוננות, מהן ההגדרות השונות וכיצד אפשר לדעת אם הילד 'באמת מחונן'? כיצד משפיע המיקום הגאוגרפי בישראל על אחוז הילדים המוגדרים כמחוננים? האם באזור מסוים יש סיכויים גבוהים יותר לזכות לכותרת המחוננות ובאחרים פחות? אלו תוכניות מעמידה מערכת החינוך לטובת תלמידים מחוננים ברחבי הארץ? ומהי תמונת המצב ברחבי העולם? מתי ילד מחונן צריך להיכנס לכיתה א'? האם מחוננות בבית הספר היא ערובה להצלחה? מתי צריך לאבחן ילד כמחונן ומתי כדאי להימנע מכך ומתי הנזק בשל האבחון עלול להיות גדול מהתועלת? האם כדאי לשלוח ילדים למבחנים לאיתור מחוננים ועל הורים ש"לא רוצים" שילדיהם יהיו מחוננים. מהם הקווים לדמותו של מורה המחוננים האידאלי? ולעומת זאת, מיהם בפועל המורים המלמדים את מרבית הילדים המחוננים בארץ ולמה לפעמים עדיף שדווקא מי שעבר הכשרה להוראת מחוננים לא יעסוק בכך? מה חושבים ילדים והורים לילדים מחוננים על תוכניות המחוננים הפועלות ברחבי הארץ? ועל כשלונו של החינוך למחוננים בארץ. <br /> <br />מטרת הספר היא לתת מענה, ולו חלקי, לשאלות הרבות שמורים והורים למחוננים שואלים בנוגע לשילוב ילדיהם במערכת החינוך בארץ, ולבחון בעיות המעסיקות רבים; להרחיב את הידע הדרוש כדי להבין תופעת מסוימות ולקבל החלטות מושכלות יותר עבור הילדים המחוננים בבית הספר. <br /> <br />ד"ר חנה דויד, היא ד"ר לפסיכולוגיה חינוכית עם התמחות במחוננות. לד"ר דויד ניסיון של למעלה מ-20 שנה בייעוץ לילדים ולבני נוער מוכשרים, יצירתיים ומחוננים ולבני משפחותיהם. <br /> <br /> <br /> <br />לפניכם הספר במלואו באדיבות המחברת וההוצאה לאור: <br /> <br />הילד המחונן ובית הספר <br /> <br /> הספר ראה אור באתר פסיכולוגיה עברית, פברואר 2014. כל הזכויות שמורות למחברת ולפסיכולוגיה עברית. <br /> <br />תוכן <br /> <br />פרק 1: מחוננות בישראל, עניין של גאוגרפיה <br />פרק 2: שלום כיתה א – מתי צריך ילד מחונן להיכנס לבית הספר? <br />פרק 3: מה זה אומר על העתיד של הילד שלי אם הוא מחונן? או: האם מחוננות בבית הספר <br />היא ערובה להצלחה? <br />פרק 4: מיהו/י המורה האידיאלי/ת של הילד/ה המחוננ/ת? או: האם התלמיד המחונן זקוק <br />למורה מחונן? <br />פרק 5: אבחון ילדים מחוננים <br />חלק א' <br />חלק ב' <br />חלק ג' <br />פרק 6: למה אבחון מחוננים בעייתי כל כך? על הבעייתיות באבחון ילדים מחוננים ועל <br />הקשיים בפענוח מבחנים אלה <br />פרק 7: הוראת מתמטיקה למצוינים בקבוצה רב-גילית קטנה בכיתות ג-ו <br />פרק 8: האם כדאי לשלוח ילדים להכנה לבחינות לאיתור מחוננים? האם לשלוח את הילדים <br />להכנה לבחינות אלו? <br />פרק 9: תוכניות מחוננים מסביב לעולם <br />פרק 10: 'מיומנו של חנון' – ראיון עם ד"ר חנה דויד <br />פרק 11: במקום סיכום – כשלונו של החינוך למחוננים בישראל <br /> <br />"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7fd69f8cd4a6a60963ed8e7c46a2e922" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37695995,"asset_id":6236638,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37695995/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="6236638"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="6236638"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 6236638; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=6236638]").text(description); $(".js-view-count[data-work-id=6236638]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 6236638; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='6236638']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7fd69f8cd4a6a60963ed8e7c46a2e922" } } $('.js-work-strip[data-work-id=6236638]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":6236638,"title":"Hanna David (2014). 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Parenting the gifted להיות הורים לילד מחונן http://www.hebpsy.net/articles.asp?t=0&id=3021" class="work-thumbnail" src="https://attachments.academia-assets.com/100746999/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/4399909/Hanna_David_2013_Parenting_the_gifted_%D7%9C%D7%94%D7%99%D7%95%D7%AA_%D7%94%D7%95%D7%A8%D7%99%D7%9D_%D7%9C%D7%99%D7%9C%D7%93_%D7%9E%D7%97%D7%95%D7%A0%D7%9F_http_www_hebpsy_net_articles_asp_t_0_and_id_3021">Hanna David (2013). Parenting the gifted להיות הורים לילד מחונן http://www.hebpsy.net/articles.asp?t=0&id=3021</a></div><div class="wp-workCard_item"><span>Hebrew Psychology</span><span>, Sep 4, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is no way to prepare for the role of parenting a gifted child. One cannot choose this assig...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is no way to prepare for the role of parenting a gifted child. One cannot choose this assignment, and obviously - there is no way to resign from it. Once the gifted child is born their parents become "parent of a gifted child", no matter when they are aware of it, if ever. <br />Parenting a gifted child is aa pleasure, a long interesting journey, one that makes the parent constantly alert, thinking about problems and solutions. It is hard work, consuming enormous energy which, in spite of this huge investment, are not always enough. Parenting a gifted child needs being conscious of the fact that the child needs, in many cases, solutions that are not offered in the system, both for their academic and social-psychological problems; they might need extra-ordinary ways in order to solve their problems for a long time.  <br />Quite often, parenting a gifted child means looking inside ourselves, confront our past as children, adolescents and young adults, in order to choose the "rights" and wrongs" for our child, when comparing potential ways of education to those we know from our own experience. Sometimes there is a feeling that "everything must be done differently", as we feel the paths our parents had chosen did not lead our lives to the expected results. In such cases there is a strong urge to learn, to find new ways, to try experimental roads and to criticize ourselves when things develop differently from what we had had in mind. In other cases, we tend to adopt ways already paved, feeling in peace with our ow past, present and potential future. <br />The aim of this book is to support the parent of the gifted child in many crossroads of both themselves and their children. It does not substitute personal counseling, certainly not clinical intervention, but it sheds light on many questions, dilemmas and conflicts and offers some potential solutions, some are originals, as potential options helping in raising a gifted child and nurturing their emotional and intellectual needs. <br /> <br /> <br /> לתפקיד "להיות הורים לילד מחונן" אי אפשר להתכונן; זה תפקיד שאין בוחרים בו, וכמובן – אי אפשר להחליט להתפטר ממנו. כאשר נולד הילד המחונן הופכים ההורים שלו להורים למחונן, ולא משנה מתי הם נעשים מודעים לכך – אם בכלל. <br /> <br />להיות הורים לילד מחונן זה תענוג עצום, מסע שלא מפסיק לעניין, לאתגר, לגרום לחשוב. פירוש הדבר גם לעבוד קשה, לענות על שאלות רבות, להצטייד בכמויות אנרגיה גדולות, ולפעמים להיווכח לדעת שאף הן לא מספיקות. הורות לילד מחונן פירושה גם מודעות לעובדה, שהילד זקוק – ויזדקק עוד שנים רבות – לפתרונות שאינם "מובנים במערכת" הן לצורך סיפוק צרכיו הקוגניטיביים והן לסיפוק אלו החברתיים והרגשיים. <br /> <br />להיות הורים לילד מחונן פירוש הדבר, לעיתים קרובות, להביט פנימה, אל תוך עצמנו, להתעמת עם עברנו שלנו כילדים, כבני נוער וכבוגרים: עם מה שנעשה בתהליך גידולנו וחינוכנו "נכון" על פי תפיסתנו, ועם מה שעלינו לשפר אצל ילדנו. לפעמים אנחנו רוצים לבצע "תיקון" באמצעות ילדינו (דויד, 2011ג); לפעמים אנחנו מסתפקים ב"שיפור". לעיתים תכופות פחות אנחנו רוצים לשחזר את הצלחתם של הורינו בגידולנו-שלנו, ויש באמתחתנו נכונות להשקיע לשם כך בלמידה, בהרחבת אופקינו, כמו גם בוויתורים על דברים חומריים לא מעטים: הכל בשביל להיות שם בשביל הילד או הילדה. <br /> <br />הספר הזה אינו בא על מקומו של ייעוץ פרטני בהקשר של בעיה מסוימת שיש לילד מחונן, להוריו או לאחאיו (ראו דויד, 2011ה), ובוודאי לא במקום התערבות. הוא כמובן לא מחליף אבחון אם הדבר נחוץ (דויד, 2012א, 2013א, 2013ב, 2013ג), ולא עונה על שאלות פרטניות דוגמת: "מה קורה אם אני לא רוצה שהילד שלי יהיה מחונן?" (דויד, 2013ה), "האם לשלוח את הילד לכיתת מחוננים?" (דויד, 2013ו), "האם למחוננים יש תמיד קשיים חברתיים?" (דויד, 2013ז) או "אם הילד שלי מחונן, אפשר להיות בטוחים שהוא יצליח בחייו? (דויד, 2013ח; Freeman, 2013). <br /> <br />מטרת הספר היא לתת מענה, ולו חלקי, לשאלות הרבות שהורים למחוננים שואלים ובעיות בהן הם מתלבטים; להרחיב את הידע הדרוש כדי להבין תופעת מסוימות ולקבל החלטות מושכלות יותר עבור ילדיהם.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="72f580a36d2d6cdd3302f3c1b2091ac0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100746999,"asset_id":4399909,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100746999/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="4399909"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="4399909"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4399909; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4399909]").text(description); $(".js-view-count[data-work-id=4399909]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4399909; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='4399909']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "72f580a36d2d6cdd3302f3c1b2091ac0" } } $('.js-work-strip[data-work-id=4399909]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":4399909,"title":"Hanna David (2013). 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Index to Keshet [Rainbow]: A Literary Periodical + Introduction (full text)." class="work-thumbnail" src="https://attachments.academia-assets.com/80225614/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616592/Hanna_David_1998_Index_to_Keshet_Rainbow_A_Literary_Periodical_Introduction_full_text_">Hanna David (1998). Index to Keshet [Rainbow]: A Literary Periodical + Introduction (full text).</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> קשת: רבעון לספרות, עיון ובקורת / העורך - אהרן אמיר. תל-אביב : קשת, 1958–1977. ״קש...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">קשת:  רבעון לספרות, עיון ובקורת / העורך -  אהרן אמיר. <br />    תל-אביב : קשת, 1958–1977. <br />  <br />״קשת״ מבקש לקרב אל הקורא העברי זרמים ספרותיים ורוחניים המעצבים את התפתחותו של דורנו וכן להביא לפניו עיונים מתחומה הכולל של מורשת תרבות-האדם. <br />״קשת״ מבקש לספק, כפי יכולתו, את תביעתו הגוברת של הקורא העברי ליצירה הנערכת בראש-וראשונה על שום איכותה האמנותית או על שום משקלה הרעיוני הסגולי, ולהביא לפניו ממיטב היצירה העברית והעולמית בת-זמננו. <br />״קשת״ מבקש לסייע לקורא העברי להכיר מכמה וכמה צדדים את הבעיות והמאורעות המרכזיים של העולם בו אנו חיים, ובפרט של המזרח, אף גם לתרום לליבון שאלות-היסוד של הווייתנו החברתית והתרבותית. <br />״קשת״ מבקש לקרוע חלונות ולהכניס רוח-פרצים מרעננת בחדרי הספרות העברית והמחשבה העברית, לשמש מפגש ליוצרים והוגים הנמנים על אסכולות שונות ומחנות שונים, עזר לצמיחתם של כשרונות מקוריים, מבע לנון-קונפורמיזם ולחיפושי-דרך.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5e668140084ebd553c46989d29d259fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":80225614,"asset_id":1616592,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/80225614/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616592"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616592]").text(description); $(".js-view-count[data-work-id=1616592]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616592']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5e668140084ebd553c46989d29d259fb" } } $('.js-work-strip[data-work-id=1616592]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616592,"title":"Hanna David (1998). 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There is another way: Girls and women – Achievements and challenges. Jerusalem: The Henrietta Szold Institute and The Ministry of Education (Hebrew)." class="work-thumbnail" src="https://attachments.academia-assets.com/37695542/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616591/Zorman_Rachel_and_David_Hanna_2000_There_is_another_way_Girls_and_women_Achievements_and_challenges_Jerusalem_The_Henrietta_Szold_Institute_and_The_Ministry_of_Education_Hebrew_">Zorman, Rachel & David, Hanna (2000). There is another way: Girls and women – Achievements and challenges. Jerusalem: The Henrietta Szold Institute and The Ministry of Education (Hebrew).</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e736107bd1024ca73b16ca45779a3e22" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37695542,"asset_id":1616591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37695542/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616591]").text(description); $(".js-view-count[data-work-id=1616591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e736107bd1024ca73b16ca45779a3e22" } } $('.js-work-strip[data-work-id=1616591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616591,"title":"Zorman, Rachel \u0026 David, Hanna (2000). There is another way: Girls and women – Achievements and challenges. Jerusalem: The Henrietta Szold Institute and The Ministry of Education (Hebrew).","internal_url":"https://www.academia.edu/1616591/Zorman_Rachel_and_David_Hanna_2000_There_is_another_way_Girls_and_women_Achievements_and_challenges_Jerusalem_The_Henrietta_Szold_Institute_and_The_Ministry_of_Education_Hebrew_","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"WGwrRE85cHNPb01wTUwrb3NVNS8zbDRBVTNTRUxtVVpBWGFMTE01eEwySitjUUUxTHMrTFFVU2plWjRVU3hXdC0tSmpGWnZIZ2t6L0hLNlZydS9Lc0lWQT09--d57692e95c9c8ffe602eac32926d18f3cc9e11eb"},"attachments":[{"id":37695542,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37695542/thumbnails/1.jpg","file_name":"ZORMAN___DAVID_2000_There_is_another_way.pdf","download_url":"https://www.academia.edu/attachments/37695542/download_file","bulk_download_file_name":"Zorman_Rachel_and_David_Hanna_2000_There.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37695542/ZORMAN___DAVID_2000_There_is_another_way-libre.pdf?1432187797=\u0026response-content-disposition=attachment%3B+filename%3DZorman_Rachel_and_David_Hanna_2000_There.pdf\u0026Expires=1740511415\u0026Signature=C86Bbb8hogLR1f1vM6~Iiys5mbqXkeIoCBuWw5XKHau9m-LZQUo5eb~vVqFMIoREMJ-2C~M75oX5ZTIyNbBMNX1-wnGx83YnBFuM~1LBDFy47hPbJSRf2HqGwLXgmGCgBPcN7b5jRE-YykqA67br0HDWVwSVobAqsCjytMCKPLwPYubh5va-Ofr-gqXYd-bt85W7y~8cZ51Eua9kaf4iykSoOIUTd~RqgTueJm2TOjbk9T~9coVIbuGooBsUne5Pp79VSHuyLB9NvALdtPXtXY05YRO2dRC0FeHU-~zTVgCAFJaiUkH3LwnZDsuP0MGeXlUhjRE3rDwhdPgT9agi8g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1616589"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1616589/Ziegler_A_David_H_and_St%C3%B6ger_H_2004_Male_stereotype_An_Empirical_Study_on_the_Effects_of_the_Concept_of_a_Successful_Academic_Person_Ulmer_Forsciungsberichte_aus_den_P%C3%A4dagogischen_Psychologie_8_Universit_of_Ulm_Germany"><img alt="Research paper thumbnail of Ziegler, A., David, H. & Stöger, H. (2004). Male stereotype: An Empirical Study on the Effects of the Concept of a Successful Academic Person. Ulmer Forsciungsberichte aus den Pädagogischen Psychologie, 8. Universit of Ulm: Germany." class="work-thumbnail" src="https://attachments.academia-assets.com/31764847/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616589/Ziegler_A_David_H_and_St%C3%B6ger_H_2004_Male_stereotype_An_Empirical_Study_on_the_Effects_of_the_Concept_of_a_Successful_Academic_Person_Ulmer_Forsciungsberichte_aus_den_P%C3%A4dagogischen_Psychologie_8_Universit_of_Ulm_Germany">Ziegler, A., David, H. & Stöger, H. (2004). Male stereotype: An Empirical Study on the Effects of the Concept of a Successful Academic Person. Ulmer Forsciungsberichte aus den Pädagogischen Psychologie, 8. Universit of Ulm: Germany.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For many persons the prototypical successful academic person is male. In three studies, the effec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For many persons the prototypical successful academic person is male. In three studies, the effects of this belief on types of solutions to a thinking task will be shown. In Study 1 (N=144), it is demonstrated that people have major difficulties finding a solution that refutes this belief. In Study 2 (N=21), which uses an equivalent formulation of the thinking problem whose solution corresponds to the male-associated successful academic person, the level of difficulty sinks dramatically. Participants from Study 3 (N=200), who were primed with a story of either an academically successful woman or man before receiving the thinking task were female and male university students from Germany and Israel in a counterbalanced design. The results show that a successful solution requires a restructuring of the thinking task that is based on the availability and accessibility of alternatives. In the discussion, the effects of the male-dominant interpretation of an academically successful person on Israeli and German women and men will be dealt with and starting points for change will be discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="342f3ca82158a164a175c13e2a733bc7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31764847,"asset_id":1616589,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31764847/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616589"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616589"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616589; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616589]").text(description); $(".js-view-count[data-work-id=1616589]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616589; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616589']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "342f3ca82158a164a175c13e2a733bc7" } } $('.js-work-strip[data-work-id=1616589]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616589,"title":"Ziegler, A., David, H. \u0026 Stöger, H. (2004). Male stereotype: An Empirical Study on the Effects of the Concept of a Successful Academic Person. Ulmer Forsciungsberichte aus den Pädagogischen Psychologie, 8. Universit of Ulm: Germany.","internal_url":"https://www.academia.edu/1616589/Ziegler_A_David_H_and_St%C3%B6ger_H_2004_Male_stereotype_An_Empirical_Study_on_the_Effects_of_the_Concept_of_a_Successful_Academic_Person_Ulmer_Forsciungsberichte_aus_den_P%C3%A4dagogischen_Psychologie_8_Universit_of_Ulm_Germany","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"Qnl2am5uOVVZcjNSWCtFN3RpakYzWnh5a1hFS1p0anhMbFRUYTJGVVVndXJ6ZTVCbEZkaXB1QVpvaGtTU2ZSQS0tYjdXSTZoSmx5ZlJ3OGI0L3VWY1F6UT09--c9f3242b07fedf1c96e91ff19de3edd1da5c0ad3"},"attachments":[{"id":31764847,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/31764847/thumbnails/1.jpg","file_name":"Stoeger_Ziegler_David_2004_what_is_a_SPECIALIST.pdf","download_url":"https://www.academia.edu/attachments/31764847/download_file","bulk_download_file_name":"Ziegler_A_David_H_and_Stoger_H_2004_Male.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/31764847/Stoeger_Ziegler_David_2004_what_is_a_SPECIALIST-libre.pdf?1392380702=\u0026response-content-disposition=attachment%3B+filename%3DZiegler_A_David_H_and_Stoger_H_2004_Male.pdf\u0026Expires=1740511415\u0026Signature=U2XdSj5YreBR45xcracaCbFPw7Rjoyx3XDvrO66WeIWZyhaIkBOk08GOSE8VMk9VjGKV4Mz5H-2CAncwFkibJI154fIK~ffLKVi3TwkgH3UiFHJ5VlxOV7yluxhalE7ZGN5X9lpX78oHKb1nkjwGQhIaLGyFmXZV48x3P8W758e6SKDIYxy7xBt3za7kvwlpgRDmeU80KSDGsinBzcHMD5y4ad6BA6HiMfC0P1FR3x-~Xk9eppMnBD2j-Kyk9Yt4NzkMg0EYg0GvDJo4iNlVCo8X73VIqh0Yd94uKZDmho07ekyr71G0-F4tu8A4wYACyZ7VIfjBdRJFSbEceG1-fg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="1616588"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/1616588/Hanna_David_2009_Mathematics_learning_in_the_Israeli_junior_high_school_The_influence_of_gender_religion_grade_class_type_and_religiosity_on_mathematics_learning_in_the_Israeli_junior_high_school_Saarbr%C3%BCcken_Germany_VDM_Verlag"><img alt="Research paper thumbnail of Hanna David (2009). Mathematics learning in the Israeli junior high school. The influence of gender, religion, grade, class-type, and religiosity on mathematics learning in the Israeli junior high school. Saarbrücken, Germany: VDM Verlag." class="work-thumbnail" src="https://attachments.academia-assets.com/37695533/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616588/Hanna_David_2009_Mathematics_learning_in_the_Israeli_junior_high_school_The_influence_of_gender_religion_grade_class_type_and_religiosity_on_mathematics_learning_in_the_Israeli_junior_high_school_Saarbr%C3%BCcken_Germany_VDM_Verlag">Hanna David (2009). Mathematics learning in the Israeli junior high school. The influence of gender, religion, grade, class-type, and religiosity on mathematics learning in the Israeli junior high school. Saarbrücken, Germany: VDM Verlag.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Learning mathematics in the Israeli junior high school has become a serious problem in the educat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Learning mathematics in the Israeli junior high school has become a serious problem in the education system in the last 20 years. While in 1963/4 Israel scored the first of the 12 industrialized participants of the first internatioal assesment among 4th, 8th and 12th graders, the 1999-TIMSS results have demonstrated that not only the achievements of Israeli students were in the lower quarter of the 38 examined countries, but the gender gap was almost the highest of all these countries. Junior high school is the critical time for choosing an educational track for the matricualtion examinations taken place at the end of grade 12. In Israel the learning of high level mathematics is a condition not only for being accepted to a mathematically-dependent university department but to any high prestige area as well. Thus it is very important to learn what are the educational, psychological and motivational components involved in the learning of mathematics in order to be able to suggest ways for improvement. <br />I have chosen to examine all these components in grades 7, 8, 9, and 10 of four Israeli shcools: a secular, mixed Jewish school; a religious school with single-sex classes; a secular mixed Arab school, and an Arab girls’ school. More than 800 students in these schools were given 116-questions questionnaires to examine the following components: valuing math, believability in their own math abilities, math helplessness, belief in incremental or rigid theory of intelligence, stability of math abilities, motivational orientation: learning goals, approach-performance orientation, and avoidance orientation, math anxiety, preferenece of afternoon math classes, aspirations level, and actual math achievements. <br />The most important results of my study have been that there is actually no gender gap in school performance of math in the Isreali junior high school, that motivational components have had no influence on the actual math grades in any of the sub-groups, that the sub-group that scored the highest in internal motivation, as well as in belevability of own math abilities and the lowest in stability of math abilities was Arab girls leaning in single-sex classes, that within one year the students learning in the less-prestige religious Jewish school scored as high in school grades as those learning in the other Jewish school, considered one of the best in Israel. <br />This study, though done among students of four types of schools, gives a picture of just a small part of Israeli schools. Further research in many more sub-populations is needed in order to come to general conclusion about all these components influenceing the learning of math in the Israeli school. The sub-populations that should be included are: in the Jewish sector secular students learning in Kibbutzim, in dormitories, and in less-privileged neighbourhoods as well as new-comers, especially from the ex-USSR republics and Ethiopia; religious students learning in single-sex day schools and single-sex boarding schools, and Ultra-Orthodox students learning in special schools. In the Arab sector a complete picture cannot be drown unless Muslims, Christians, Druzes, and Bedouins will be examined in schools located in Arab cities, Arab villages, as well as in mixed – Jewish-Arab – cities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="057810d0e29e141475fb2323f2488fd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37695533,"asset_id":1616588,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37695533/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616588"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616588"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616588; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616588]").text(description); $(".js-view-count[data-work-id=1616588]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616588; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616588']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "057810d0e29e141475fb2323f2488fd0" } } $('.js-work-strip[data-work-id=1616588]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616588,"title":"Hanna David (2009). Mathematics learning in the Israeli junior high school. The influence of gender, religion, grade, class-type, and religiosity on mathematics learning in the Israeli junior high school. 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Understanding Giftedness: A Chinese-Israeli Casebook . Hong Kong: Pearson Education South Asia." class="work-thumbnail" src="https://attachments.academia-assets.com/118857615/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/1616566/Hanna_David_and_Echo_Wu_2009_Understanding_Giftedness_A_Chinese_Israeli_Casebook_Hong_Kong_Pearson_Education_South_Asia">Hanna David & Echo Wu (2009). Understanding Giftedness: A Chinese-Israeli Casebook . Hong Kong: Pearson Education South Asia.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"Understanding Giftedness: A Chinese-Israeli Casebook is a collection of case studies about gifte...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"Understanding Giftedness: A Chinese-Israeli Casebook is a collection of case studies about gifted Chinese and Israeli children. These detailed cases examine giftedness in a variety of settings, focusing on the children s family backgrounds and environmental factors that affect their growth and development as gifted young persons. <br />Ranging from a visually-disabled young boy to immigrant families in the US and Israel, this book is a valuable addition to research in the field of giftedness and will be useful in understanding the origins and characteristics of, and factors impacting giftedness in children. <br />Features: <br />- Contains eight unique case studies that examine <br />- Features several classroom tips and strategies that teachers and allied educators can put into practice in real life <br />- Each title in this series contains activities for teachers and allied educators to test their understanding of the specific special educational need <br />Contents: <br />1 Introduction: Why Case Studies? The Development of Giftedness Studies - Hanna David & Echo Wu <br />2 Five Gifted Boys in One Classroom: A Case Study - Hanna David <br />3 Parental Influence on Children s Talent Development: A Case Study with Three Chinese American Families - Echo Wu <br />4 Two Gifted Young Men and Their Familial Ambiance A Case in Hong Kong - Echo Wu <br />5 Case Study of a Visually Disabled Young Boy - Hanna David <br />6 The Crystallization of the Self of a Gifted Dyslexic Young Boy after Forced Dextralization - Hanna David <br />7 A Conversation with a Chinese Nobel Laureate: Professor Yuan T. Lee - Echo Wu <br />8 Case Study of a Young Chinese Man: An Outstanding Harvard Business School Graduate - Echo Wu <br />9. Giftedness and Immigration: Case Study of a Gifted Family Emigrating from Russia to Israel - Hanna David <br />10 What is There to be Learnt from the Presented Case Studies? - Hanna David & Echo Wu"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="366d4392fc886df9f359b95ac4b681a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":118857615,"asset_id":1616566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/118857615/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616566; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616566]").text(description); $(".js-view-count[data-work-id=1616566]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616566; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616566']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "366d4392fc886df9f359b95ac4b681a7" } } $('.js-work-strip[data-work-id=1616566]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616566,"title":"Hanna David \u0026 Echo Wu (2009). 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The gifted child in the periphery: Studies in nurturing and teaching (Hebrew). https://www.hebpsy.net/articles.asp?id=2616 מחוננים בפריפריה: טיפוח, הוראה ומחקר" class="work-thumbnail" src="https://attachments.academia-assets.com/55105848/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/1616564/Hanna_David_2011_The_gifted_child_in_the_periphery_Studies_in_nurturing_and_teaching_Hebrew_https_www_hebpsy_net_articles_asp_id_2616_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%A4%D7%A8%D7%99%D7%A4%D7%A8%D7%99%D7%94_%D7%98%D7%99%D7%A4%D7%95%D7%97_%D7%94%D7%95%D7%A8%D7%90%D7%94_%D7%95%D7%9E%D7%97%D7%A7%D7%A8">Hanna David (2011). The gifted child in the periphery: Studies in nurturing and teaching (Hebrew). https://www.hebpsy.net/articles.asp?id=2616 מחוננים בפריפריה: טיפוח, הוראה ומחקר</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">הספר "מחוננים בפריפריה: טיפוח, הוראה ומחקר", שמתפרסם כאן במלואו, נועד להוות נדבך נוסף בספרות המקצ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">הספר "מחוננים בפריפריה: טיפוח, הוראה ומחקר", שמתפרסם כאן במלואו, נועד להוות נדבך נוסף בספרות המקצועית שנכתבה על מחוננים בארץ בכלל, והנדבך הראשון בהעלאתה של שאלת המחוננות בפריפריה בפרט. <br /> <br />בספר תשעה פרקים. ארבעה מהם (פרק 3, 6, 7 ו-8) מוקדשים לתיאורי מקרה מפורטים, כולם של מחוננים השייכים לקבוצות מיעוט: מחוננים לקויי למידה, משפחת מחוננים שהם עולים חדשים, ובת מחוננת דתית. שלושה פרקים נוספים של הספר (פרק 2, 4 ו-5) הם תוצרים של שתי שנות עבודת המחברת בעיר אילת בתחום המחוננים: סיכום סדנה להורי ילדים מחוננים בעיר, סיכום סמינר בנושא "הילד המחונן בכיתה הרגילה" שהעובר לסטודנטיות לתואר השני בייעוץ חינוכי,ומחקר אודות יחסים בין אחאים במשפחה המחוננת, המפריך את האמונה שמחוננות גורמת להרעה ביחסים בין האחאים.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c0f7b10a3ffc1eb85201c099f49f0c28" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":55105848,"asset_id":1616564,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/55105848/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1616564"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1616564"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1616564; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1616564]").text(description); $(".js-view-count[data-work-id=1616564]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1616564; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1616564']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c0f7b10a3ffc1eb85201c099f49f0c28" } } $('.js-work-strip[data-work-id=1616564]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1616564,"title":"Hanna David (2011). 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The study deal with the question of research done in each of these projects, along with the main purpose which is the well-being<br />of the participants and their fulfilling their potential. It looks for the reasons for the high productivity in terms of publications of the Terman study versus the comparatively much lesser written materials that Erika Landau has produced over the years. As expected, multiple reasons have contributed to this difference, among them were the different personalities of the founders, the focus of work at each project, and mainly the cooperative work of very many staff members and the appointing an heir, a successor in each new generation for continuing the research on the Terman children, while the centrality of the late Dr. Landau, that has prevented the possibility of continuous research in the institute.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2cc9a01896082bd09ad546ac5c9655e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":120779387,"asset_id":126979606,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/120779387/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="126979606"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="126979606"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 126979606; 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(2023). Giftedness as Disorder: Examining the Dimensionality of the debate Is giftedness a disability - On Elron's article" class="work-thumbnail" src="https://attachments.academia-assets.com/113875741/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118192069/%D7%94%D7%90%D7%9D_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA_%D7%94%D7%99%D7%90_%D7%9C%D7%A7%D7%95%D7%AA_%D7%A2%D7%9C_%D7%94%D7%9E%D7%90%D7%9E%D7%A8_Elton_R_2023_Giftedness_as_Disorder_Examining_the_Dimensionality_of_the_debate_Is_giftedness_a_disability_On_Elrons_article">האם מחוננות היא לקות? על המאמר: Elton, R. (2023). Giftedness as Disorder: Examining the Dimensionality of the debate Is giftedness a disability - On Elron's article</a></div><div class="wp-workCard_item"><span>Hebrew Psychology פסיכולוגיה עברית</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Elton's article: Elron, R. (2023). Giftedness as Disorder: Examining the Dimensionality of th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Elton's article:<br />Elron, R. (2023). Giftedness as Disorder: Examining the Dimensionality of the debate. International Journal of Learning and Development, 13(2), 38-48. <a href="https://doi.org/10.5296/ijld.v13i2.20939" rel="nofollow">https://doi.org/10.5296/ijld.v13i2.20939</a><br /> <br />has been but one of a long list of works aspiring to compare between "the two pole of human ability/intelligence/talent". These comparison trials are based on the "2 standard deviation criterion": while those having an intellectual disability are usually defined as having an IQ which is at least two standard deviations below the 100-norm, one of the most common definition of being gifted is having an IQ which is at least two standard deviations above 100. However, this criterion is not enough. The one main difference between these two groups is having – or suffering – from unrelated social circumstances clinical symptoms, that either make their social, emotional, financial and other independent integration in society difficult if not impossible, while this is not the case among the gifted. Indeed, there are emotional and social problems that many gifted individuals have to overcome, but as had been already shown a hundred years ago, in the Terman studies, and since then proven time and again, gifted children have – in general – better prospects that the non-gifted to blossom while materializing their abilities.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b9fa77251f33027a3b60fa88235d01d3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113875741,"asset_id":118192069,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113875741/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118192069"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118192069"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118192069; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118192069]").text(description); $(".js-view-count[data-work-id=118192069]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118192069; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118192069']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b9fa77251f33027a3b60fa88235d01d3" } } $('.js-work-strip[data-work-id=118192069]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118192069,"title":"האם מחוננות היא לקות? על המאמר: Elton, R. 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Giftedness as Disorder: Examining the Dimensionality of the debate Is giftedness a disability - On Elron's article","internal_url":"https://www.academia.edu/118192069/%D7%94%D7%90%D7%9D_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA_%D7%94%D7%99%D7%90_%D7%9C%D7%A7%D7%95%D7%AA_%D7%A2%D7%9C_%D7%94%D7%9E%D7%90%D7%9E%D7%A8_Elton_R_2023_Giftedness_as_Disorder_Examining_the_Dimensionality_of_the_debate_Is_giftedness_a_disability_On_Elrons_article","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"bEFQL3M3UXZhTFY2cHpsNjk1alNMcFJUTlV0Tys1ZTlOeTdTOXcxMTFuZDJ3QWowNjM3WmNkcWkwVm5nbllTbS0tR0hWMlNHcWR5N1ZjU1EvcTN5djJrdz09--b7afcda55745a6645a3fb18c916aa93029ecefc9"},"attachments":[{"id":113875741,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/113875741/thumbnails/1.jpg","file_name":"David_2023_Is_giftedness_a_disability_On_Elron_s_article.docx","download_url":"https://www.academia.edu/attachments/113875741/download_file","bulk_download_file_name":"Elton_R_20.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/113875741/David_2023_Is_giftedness_a_disability_On_Elron_s_article.docx?1714289167=\u0026response-content-disposition=attachment%3B+filename%3DElton_R_20.docx\u0026Expires=1740511415\u0026Signature=Y9h1X-eTK-eZoj9tbWR3nodhT0tbpUWb2muI75ZGoCtXWdnFLKtiUPfyHXn2g62jrChsCuPsei24LHf8fvY18bc~naIEN1wfo079v8Tcr2msg6XA-UeOaF9Vsi9V3QLwTFgKUGo~VWf-dmMgmacrIgye~V71~FL~Wxzxi49MZKSA-WMtV2blteAut~chtRA7frEzgoNE~QeEtMqlpPH-a6BpBtadGk9AhGNnOhiBjV3mLoYqUjVrkiIQFwt6YbHFi~CzujvSsHzQclu0g2eb7PqIsvS17XCHdNV1oIfRr5O-ldjM~yKobslO2ZIXlLNrEXiks3flDa-rjBOJlU9M5w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="118025122"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/118025122/Hyperlexia_from_a_personal_point_of_view_Some_counselors_insights"><img alt="Research paper thumbnail of Hyperlexia from a personal point of view: Some counselor's insights" class="work-thumbnail" src="https://attachments.academia-assets.com/113747059/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/118025122/Hyperlexia_from_a_personal_point_of_view_Some_counselors_insights">Hyperlexia from a personal point of view: Some counselor's insights</a></div><div class="wp-workCard_item"><span>Journal for the Child Development, Exceptionality and Education, 5(1), 27-35,</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, I discussed my experiences and opinions as a gifted counsellor, on Hyperlixia, a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, I discussed my experiences and opinions as a gifted counsellor, on Hyperlixia, an important exceptionality that remains mysterious, within the framework of the opinions of experts in this field. First of all, I explained that Hyperlexia and Hypercalculi also occur in gifted people and the approach of families. Then, I reviewed the course of Hyperlexia and Hypercalculia research. Here, I explained the lack of<br />definitive and angular diagnostic criteria, as well as the possibilities of determining the existing signs of these two exceptionaities. Then, I included the definitions of experts in the last 30-40 years on the definition of hyperlexia and hypercalculia, as well as the discussion at what age this diagnosis should be made. I gained insight from research on the prevalence of hyperlexia in society and its distribution by gender. In this study I have presented a personal point of view, that of a counselor, on hyperlexia, a phenomenon not very well known among education and mental health professionals, and much less among the public. In my opinion, this knowledge can serve very many children who are either not identified for autism or identified much later had they not have hyperlexia,<br />which, in many cases, serves as a mask, covering the poor or even non-existence of the child's social abilities, and serves as a "reason", "explanation" for his or her repetitive behavior. I have concentrated in five aspects of hyperlexia – not necessarily those perceived as "the most important" but those which help the potential reader "make sense"<br />of the seemingly contradictions characterizing it: very high reading ability at a very young age, perceived as a characteristic – even as a "proof" of precocity or giftedness, along with social disability and repetitive behaviors, typical to autist which are perceived as having low intelligence level.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0ff61661ea1c4782f9b9a3b71b8496f5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113747059,"asset_id":118025122,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113747059/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118025122"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118025122"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118025122; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0ff61661ea1c4782f9b9a3b71b8496f5" } } $('.js-work-strip[data-work-id=118025122]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118025122,"title":"Hyperlexia from a personal point of view: Some counselor's insights","internal_url":"https://www.academia.edu/118025122/Hyperlexia_from_a_personal_point_of_view_Some_counselors_insights","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"OWN2WHZhNlZYYUpwaHJ4VGZQVi9wMWRQbG5NZnRnVlJhcUtmUmJWSkFrMnpyVVVaTUpERmlkQkxIbDdNQUo1SC0tQkx4NStZZEFRRnFyWVR5ZHdTMXlXdz09--5d105600287671903045438f75426e752098f77d"},"attachments":[{"id":113747059,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/113747059/thumbnails/1.jpg","file_name":"DAVID_2024_Hyperlexia_from_a_personal_point_of_view_Some_counselor_s_insights.pdf","download_url":"https://www.academia.edu/attachments/113747059/download_file","bulk_download_file_name":"Hyperlexia_from_a_personal_point_of_view.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/113747059/DAVID_2024_Hyperlexia_from_a_personal_point_of_view_Some_counselor_s_insights-libre.pdf?1714023750=\u0026response-content-disposition=attachment%3B+filename%3DHyperlexia_from_a_personal_point_of_view.pdf\u0026Expires=1740511415\u0026Signature=MVPF-l-As5CNb9~camUQTNJAD5CH~nGpXI4NN-XRD9J9ZdCHf7u6P3qTGXaSs3~CmFIBrPyoiHq24e78q7fKmCARTN6uwCc1q6H5NUrTiphTg6yCuX2XDuIk-jqeTk3S75QXnGSZsd-7FgFJVlMTHMmAhP2zOnvdGuKGoRHeKsZtN2OVd0brsQQuujLRK5nIE4R0NvHpHjvvm2DHvZdIVi7TR4FRIVbV9HvuVM3DI4URUH0NRHNJIOiMp~DEAxUZ1B3kSmAp5dUaVLAfvzqkAKcPPpOHuoL6xLoYO2isHSsOA0SLt11te3WPmzwYNOr13HPbDbrn4Es4mi9GzzzMLA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="113207981"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113207981/The_main_problems_of_the_early_age_Israeli_education_system_Some_comparisons_with_European_and_non_European_countries"><img alt="Research paper thumbnail of The main problems of the early age Israeli education system: Some comparisons with European and non-European countries" class="work-thumbnail" src="https://attachments.academia-assets.com/110228171/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113207981/The_main_problems_of_the_early_age_Israeli_education_system_Some_comparisons_with_European_and_non_European_countries">The main problems of the early age Israeli education system: Some comparisons with European and non-European countries</a></div><div class="wp-workCard_item"><span>Journal for the Child Development, Exceptionality and Education, 4(2), 73-80.</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Israel has a serious problem of early age education, which is usually explained by budget problem...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Israel has a serious problem of early age education, which is usually explained by budget problems. However, when comparing the rate of the national education expenses as a percentage of the GDO to that of other GDP countries, tis fact seems to be hard to understand. Furthermore, a very high percentage of early age education expenses in Israel are public, as compulsory education starts at age 3, the earliest of all OECD countries.<br />This fact situation can be explained by the very high birthrate in Israel, its lack of professional educators – especially for age 0-2 and also for 3-5-year old’s, by the high percentage of children participating in ECE, mainly due to the short maternal leave, and by the 15-year duration of compulsory education in Israel, which requires a substantial part of its workforce to be educators in order to cover all needs of a country with a large young population. It is customary to blame financial difficulties of the poor educational achievements, unsatisfactory conditions for learning – both from the point of view of the educational staff and the students, and inability to recruit teachers of all stages, headmistresses and headmasters. That has been the Israeli situation years before the<br />covid-19 had first burst into our lives. This is to show that there are some substantial obstacles – independent or at least – not solely dependent on budget difficulties, that are the main cause of Israel's law educational achievements and the status of Israel as a country with a very high birthrate, in need of good teachers and learning conditions but<br />is far from reaching any of these aims. This situation starts in early age situation, and influences Israeli children, youths and adults.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="424480d9aeb453d03449f8a663e2197b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110228171,"asset_id":113207981,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110228171/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113207981"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113207981"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113207981; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300352"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112300352/Characteristics_of_gifted_students_Age_and_Gender_Findings_from_three_decades"><img alt="Research paper thumbnail of Characteristics of gifted students: Age and Gender. Findings from three decades" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300352/Characteristics_of_gifted_students_Age_and_Gender_Findings_from_three_decades">Characteristics of gifted students: Age and Gender. Findings from three decades</a></div><div class="wp-workCard_item"><span>Gifted Education International</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We have studied three cohorts of the students accepted to the Young Persons' Institute for the Pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We have studied three cohorts of the students accepted to the Young Persons' Institute for the Promotion of Creativity and Excellence: October 1982, October 1993, and October 2003. Each cohort was of more than 350 students, chosen randomly from the 35-year database of the Institute. The number of 350 students for each cohort was in order to enable a ‘slicing’ as delicate as possible of the ages of the students starting their participation at the Institute's activities. The database is compounded of two parts: information of children accepted and those who were not accepted to the Institute's afternoon enrichment classes — because of not reaching the required minimal achievements. The paper presents the comparisons between the genders in all three cohorts.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300352"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300352]").text(description); $(".js-view-count[data-work-id=112300352]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300352']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300352]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300352,"title":"Characteristics of gifted students: Age and Gender. Findings from three decades","internal_url":"https://www.academia.edu/112300352/Characteristics_of_gifted_students_Age_and_Gender_Findings_from_three_decades","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"eGRVdlI3NVp5dXJxYlhQbXA1a0pyOW9rRGY3Y3BxUUZvaS80a3RUb0tkSjVQd0dxWm9SYUtSR0QwTUxHZkxaQi0taDlVd0UxaSt1OXo1bGtBem1XZ2FrZz09--3f3098acd4284d1a7a4b0a71a3e338333aa3d242"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300351"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112300351/Five_Gifted_boys_in_one_Classroom_A_case_study_%D7%97%D7%9E%D7%99%D7%A9%D7%94_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94_%D7%9C%D7%A7%D7%A8%D7%99%D7%90%D7%94_%D7%91%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%A8%D7%90%D7%95_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha_2_htm_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha1_2_htm"><img alt="Research paper thumbnail of Five Gifted boys in one Classroom: A case-study. חמישה מחוננים בכיתה - תיאור מקרה לקריאה בעברית ראו https://www.daat.ac.il/daat/kitveyet/hagigey/hamisha-2.htm https://www.daat.ac.il/daat/kitveyet/hagigey/hamisha1-2.htm" class="work-thumbnail" src="https://attachments.academia-assets.com/109576008/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112300351/Five_Gifted_boys_in_one_Classroom_A_case_study_%D7%97%D7%9E%D7%99%D7%A9%D7%94_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%91%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%99%D7%90%D7%95%D7%A8_%D7%9E%D7%A7%D7%A8%D7%94_%D7%9C%D7%A7%D7%A8%D7%99%D7%90%D7%94_%D7%91%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%A8%D7%90%D7%95_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha_2_htm_https_www_daat_ac_il_daat_kitveyet_hagigey_hamisha1_2_htm">Five Gifted boys in one Classroom: A case-study. חמישה מחוננים בכיתה - תיאור מקרה לקריאה בעברית ראו https://www.daat.ac.il/daat/kitveyet/hagigey/hamisha-2.htm https://www.daat.ac.il/daat/kitveyet/hagigey/hamisha1-2.htm</a></div><div class="wp-workCard_item"><span>Gifted Education International </span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ספרות המחקר על ילדים מחוננים שנכתבה בעברית מצומצמת ביותר. למעשה, מבין כ-140הפריטים המופיעים במאגר...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ספרות המחקר על ילדים מחוננים שנכתבה בעברית מצומצמת ביותר. למעשה, מבין כ-140הפריטים המופיעים במאגר המידע של מכון הנרייטה סאלד בערך "מחוננות", רק ספריהם של אריקה לנדאו ואבנר זיו מכילים תיאורי מקרה ואף תיאורים אלו הם חלקיים ומאירים רק אספקטים בודדים בחיי הילדים. חשיבותו הראשונית של מאמר זה היא להוסיף נדבך לספרות הקיימת בעברית על ילדים מחוננים בכלל, וניסיון ראשון לכתיבת תיאור מקרה מפורט, שיתאים למציאות החינוכית, החברתית, המעמדית, הכלכלית והפוליטית בארץ בפרט. <br /> <br />"טיפוח כשרונות צריך להיות בעדיפות לאומית ראשונה במעלה: כשרונות מטופחים עשויים, לטווח ארוך, להשפיע לא רק על חיי הילדים עצמם, אלא גם על רווחת הכול. ככל שאנו יודעים יותר על הילדות המוקדמת של ילדים צעירים מחוננים, כן נדע יותר כיצד לשמר את האוצר היקר הזה - ונדע יותר איך לעודד את ההתפתחות הכוללת של כל הילדים". יתר על כן, מעבר לעריכת ההיכרות עם חמישה ילדים מחוננים, יתאר המאמר את הקשרים ביניהם. קשרים אלו חשובים במיוחד, משום שדרכם ניתן יהיה להצביע על בעיית הקשרים החברתיים של הילד המחונן בחברה ה"רגילה" ועל אחת הדרכים לפתרונה. כאשר מספר הילדים המחוננים בקבוצת גיל מסוימת גדול דיו, הם בני אותו מין והם בעלי תחומי התעניינות דומים - לכל אחד מהחברים בקבוצה יש לפחות תחום התעניינות משותף אחד עם כל חבר אחר - הדרך ליצור קשרים עם בני אותה קבוצת גיל קלה יותר. <br /> <br />הספרות הקיימת על מחוננים מצביעה על האחוז הגבוה של הבנים הבכורים או היחידים ביניהם, ועל רגישותם הגבוהה יחסית של אלה אף ביחס לזו של "שאר" המחוננים. שלושה מחמשת הילדים שיתוארו כאן הם בנים בכורים לשני הוריהם, הרביעי - בן בכור לאמו אך לא לאביו, והחמישי - בן שני במשפחה שכל שלושת הבנים בה מחוננים. תיאור מצביהם המשפחתיים והחברתיים של ילדים אלו עשוי לתת אישוש איכותני - ולו חלקי, להנחות מספר: <br /> <br />(א) הסתגלותו החברתית של מחונן שהוא בן בכור עשויה להיות קשה מזו של מחונן שאינו בכור. <br /> <br />(ב) קשרים חברתיים בין מחוננים מתפתחים לעתים קרובות בהתאם לתחומי עניין משותפים ואין חשיבות מיוחדת לגיל הכרונולוגי או למין ביצירת קשרים. <br /> <br />(ג) במשפחות שבהן יש מספר ילדים מחוננים הצורך בחברה מחוץ למשפחה נמוך מאשר במשפחה שיש בה ילד מחונן אחד. <br /> <br />(ד) האצה בדרך של כניסה מוקדמת לבית הספר או הקפצת כיתה היא פתרון (חלקי) בחינוך ילדים מחוננים - בפתרון זה יש להשתמש בצורה מבוקרת ורק על פי המלצה של פסיכולוג. במקרים רבים שבהם אין משתמשים בפתרון זה גורמים עוול לילד המחונן. <br /> <br />(ה) מספר ילדים מחוננים בכיתה רגילה מספקים תמיכה הדדית. <br /> <br />(ו) בחלק גדול מהמקרים אין בכיתה הרגילה פתרונות מספקים לבעיותיהם החברתיות והלימודיות של ילדים מחוננים, לפיכך יש להם צורך במסגרות מיוחדות; אולם על ההורים להפעיל את כל משאביהם כדי להשתמש בהם. הורים העומדים על זכותם של ילדיהם המחוננים ללמוד במסגרות מיוחדות ומחפשים באופן פעיל מסגרות כאלה, יצליחו למצוא את המסגרות הלימודיות והחברתיות האופטימאליות לילדיהם יותר מהורים שדוגלים בקונפורמיות ובקבלת סמכות. הורים המעדיפים לחנך את ילדיהם ללכת בתלם - לא לקפוץ כיתה, לא לדרוש תכניות מיוחדות, לא להתמקד בתחביב מסוים ברמת היכולת הגבוהה ביותר שקיימת - קיימת סבירות גובהה למדי שילדיהם לא ימצו את יכולותיהם. <br /> <br />להלן נערוך היכרות עם כל אחד מחמשת הילדים ומשפחותיהם לאור שש הנחות אלה. <br /> <br />This is a seven-year study of five gifted Israeli boys aged between three and a half to four and a half years old. Described are the regular classroom enrichment program in which three of them participated from third grade onward, and their other activities (e.g. sports, chess, etc.). Physical, psychological, educational, and familial details are also provided. Details are provided of the boys' social standing, and the relationships among the boys. Educational problems such as underachievement, boredom, and lack of challenge are discussed. Among the recommendations suggested are paying special attention to firstborn gifted boys who are socially at risk, and more frequent application of acceleration strategies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d4417c7030bc87073c82e2495d0186cf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109576008,"asset_id":112300351,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109576008/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300351"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300351"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300351; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300350"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112300350/Pros_and_cons_of_grade_skipping_Hebrew_%D7%94%D7%90%D7%9D_%D7%94%D7%A7%D7%A4%D7%A6%D7%AA_%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%96%D7%99%D7%A7_%D7%90%D7%95_%D7%AA%D7%95%D7%A2%D7%99%D7%9C_%D7%9C%D7%99%D7%9C%D7%93_%D7%A9%D7%9C%D7%99"><img alt="Research paper thumbnail of Pros and cons of grade-skipping (Hebrew) האם הקפצת כיתה תזיק או תועיל לילד שלי?" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300350/Pros_and_cons_of_grade_skipping_Hebrew_%D7%94%D7%90%D7%9D_%D7%94%D7%A7%D7%A4%D7%A6%D7%AA_%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%96%D7%99%D7%A7_%D7%90%D7%95_%D7%AA%D7%95%D7%A2%D7%99%D7%9C_%D7%9C%D7%99%D7%9C%D7%93_%D7%A9%D7%9C%D7%99">Pros and cons of grade-skipping (Hebrew) האם הקפצת כיתה תזיק או תועיל לילד שלי?</a></div><div class="wp-workCard_item"><span>פסיכולוגיה עברית</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">במקום הקדמה: תיאור מקרה הזוג שהגיע אלי לייעוץ היה דומה, מבחינות רבות, למרבית הזוגות האחרים שמגיע...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">במקום הקדמה: תיאור מקרה <br />הזוג שהגיע אלי לייעוץ היה דומה, מבחינות רבות, למרבית הזוגות האחרים שמגיעים כדי <br />לבדוק את האופציות החינוכיות העומדות בפני בנם או בתם המחוננים, שאינם מרוצים מבית <br />הספר, מהמורה, מרמת הלימודים, מקצב הלמידה, מחבריהם לכיתה של ילדיהם או מודאגים <br />מצורות התנהגות מסוימות או מאמירות ומשיפוטים של ילדיהם , שנתפסים בעיניהם <br />כקיצוניים. שני בני הזוג היו בסביבות גיל ה,40- בעלי תארים יוקרתיים – האב בעל תואר <br />במקצוע הנדסי-טכנולוגי והאם בעלת תואר שני במדעי הרוח; שניהם עבדו בשירות הציבורי, <br />היו הורים לשלושה ילדים, אנשי תרבות וספר שהתגוררו בפרבר אמיד של אחת הערים <br />הגדולות, אבל הופעתם החיצונית שידרה איפוק וצניעות. <br />זוג זה הגיע כדי לברר את האפשרויות החינוכיות המוצעות לבתם השניה, בת ה,6.5- <br />שעמדה לפני כניסה לבית הספר. ילדה זו היתה, לדבריהם, בעלת כישורים יוצאי דופן שניכרו <br />כבר מהילדות המוקדמת מאוד. היא החלה לקרוא בגיל ,3 ובשתי שנות "גן החובה" – היא <br />למדה בגן שבו ביקרו ילדים בגילאי .4-6 אחד מהעיסוקים החביבים עליה ביותר היה הקראת <br />סיפורים לחבריה שביקשו זאת ממנה. בגיל 5 אף החלה לכתוב, ושליטתה בכתיבה היתה <br />יוצאת דופן, כמו גם יכולותיה המוטוריות העדינות האחרות: גזירה, הדבקה, צביעה "בתוך <br />הקווים" והשחלה. מאחר שהתעניינה, לדברי אמה, ברקמה ובתפירה, לימדה אותה האם <br />לרקום, ועבודות הרקמה שלה פיארו הן את חדרי הילדים והן את הסלון בביתם. <br />בשלב זה נכנס נושא הקפצת הכיתה. האב אמר: "לפני שאנחנו ממשיכים, חשוב שתדעי <br />שאנחנו מתנגדים באופן נחרץ להקפצת כיתה". כאשר אני שומעת משפט שאמר בנחרצות <br />כה רבה, אני נוהגת, בדרך כלל, להסיט את הנושא מתוך הנחה, שההסברים להתנגדות יגיעו <br />ביתר קלות שלא באמצעות שאלה ישירה. לפיכך ביקשתי לדעת על טיב היחסים בין הילדה <br />לבין אחותה הבכורה, הגדולה ממנה בשנה. נעניתי שהשתיים קרובות מאוד, "כמו תאומות". <br />חברותיה של הבת הגדולה אוהבות לבלות בחברת שתי האחיות, והאחות, מצידה, אינה <br />מתרעמת על כך שאחותה הקטנה "גוזלת" את חברותיה. "האם יש לילדה חברות בגן?" <br />שאלתי. "כן, בהחלט", נעניתי. "וזה מה שמחזק את החלטנו שלא להקפיץ אותה כיתה. אם <br />היא מסתדרת כל כך יפה עם בני גילה – הלא אין טעם בהקפצה, נכון?" <br />ובכן – יצא המרצע מן השק. ההורים הגיעו אלי כדי שאייעץ להם, אבל מראש הגבילו את <br />האפשרויות שהייתי יכולה להעמיד בפניהם: מבחינתם, כל אפשרות שאינה קפיצת כיתה <br />64 <br />ראויה לשקילה. קפיצת כיתה אינה באה בחשבון. אבל – בלי משים הכניסו ההורים <br />ל"משוואה" את האחות הבכורה, דבר שהיה עבורי רמז ראשון לסיבת התנגדותם להקפצת <br />הכיתה של הבת השניה. <br />קיים קושי רב להסביר להורים שמתנגדים להקפצה שייתכן מאוד שההתנגדות היא בעלת <br />מקורות עמוקים, בלתי מודעים להם. במקרה שלפנינו – כמו בכל המקרים בהם מגיעים אלי <br />הורים עם בקשה לייעוץ שהגבלה בצידה: "רק אל תייעצי לנו X או Y" , יש להורים הסבר <br />מנומק. במקרה זה ההסבר היה: "הקפצה של הילדה השניה תשפיע לא לטובה על האחות <br />הבכורה", וכמו כן: "אם היא תקפוץ כיתה היא תרגיש שהיא טובה יותר מהאחרים, ואנחנו <br />מגדלים את ילדינו בצורה שוויונית מתוך אמונה שכולם מוכשרים באותה מידה". <br />כאשר שני נימוקים כה כבדי משקל עומדים לפני, הסיכויים שלי לגבור עליהם אינם גבוהים. <br />זאת ועוד: היות וטובתה של הילדה היא שעמדה לנגד עיני, בראש ובראשונה, לא היתה לי כל <br />אפשרות לבחור עבורה נתיב שלא יתקבל באהבה ובמלוא התמיכה על ידי הוריה. לפיכך, <br />ללא כל קשר לחוות דעתי המקצועית, ולנסיון לשקילה "אובייקטיבית" של הנתונים כדי להגיע <br />להכרעה, הייתי חייבת להוציא מ"מאגר האופציות" את אלה שלא מקובלות על ההורים: <br />במקרה שלנו – הקפצת כיתה. <br />שאלתי את ההורים: "לפי מה שאתם מספרים, הכל נפלא. מנסיוני אני יודעת שלא באים אלי <br />לייעוץ כאשר אין בעיה. אולי כדאי שנתמקד בסיבה שבגינה אתם פה"? תשובת האב היתה: <br />"אני חושש. מה היא תעשה בכיתה א'? מה יקרה במשך כל השנה, כאשר שאר הילדים <br />ילמדו לקרוא ולכתוב, ובתי לא תוכל למצוא לה עיסוקים? ומה יקרה אם המורה לא תראה <br />בעין יפה את העובדה שהילדה כבר קוראת מזה 3 שנים? ומה יקרה מבחינה חברתית אם <br />המורה דווקא תשבח אותה כל הזמן? האם הקנאה של הילדים האחרים לא תפגע בה?" <br />עניתי, שכל השאלות האלה חשובות ונכונות, אבל, לדאבוני, אני לא יכולה לענות עליהן כי אני <br />לא נביאה – אני לא יודעת "מה יקרה אם...". אני יודעת שבבית הספר בדרך כלל קשה יותר <br />לילדים כה מחוננים מאשר בגן. בעוד שבגן יש חופש רב באופן יחסי לפעילויות <br />אינדיבידואליות, וגם הפעילויות היצירתיות יכולות להיעשות ברמות שונות, במשכי זמן שונים <br />ובהדגשים שונים, הרי שבכיתה, בה מחויבים כולם לשהות שעות ארוכות בכל יום, אין, <br />במקרים רבים, חופש לקרוא מה שמתחשק ומתי שמתחשק, אין אפשרות להמיר פעילות של <br />שינון אותיות שכל שאר הילדים עסוקים בה בציור, ואי-אפשר לצאת לחצר אלא בזמני <br />ההפסקות הקבועים. כמו כן, הוספתי, כיתה א עלולה להיות בעייתית במיוחד, שכן, המורה <br />נמצאת בלחץ של זמן: עד סוף השנה על כל הילדים לרכוש את יכולת הקריאה והכתיבה וכמו <br />כן בסיס מסוים באריתמטיקה, והאמונה שהמורה תוכל להקדיש זמן ואנרגיה לצרכי ילדה כה <br />מחוננת היא למעשה הימור לא בטוח כלל. <br />65 <br />"האם נוכל לדבר עם המורה ולהסביר לה את המצב המיוחד"? שאלה האם. לא הצלחתי <br />להסתיר את החיוך שלי. "אין כאן בעיה של הסברים או של מחסור בהם. אבל – תנסי <br />להעמיד את עצמך במקומה של המורה. ישנם בכיתה 35 או אף 40 ילדים. כולם צריכים <br />להתרגל למשטר חדש, לחוקים חדשים, למוסד חדש וגם לחברים חדשים. הם גם צריכים <br />ללמוד דברים חדשים ולהגיע בהם תוך פרק זמן קצוב למיומנות מסוימת. איך את חושבת <br />שבאילוצים כאלה תוכל המורה לדאוג לבתך? ואיך לדעתך היא תעשה זאת – בהנחה שהיא <br />תוכל? הלא אין לה ידע בפסיכולוגיה של מחוננים, ואף לא בדידקטיקה של מחוננים. אז מה <br />בדיוק היא צריכה לעשות?" שאלתי. <br />"האם את אומרת שאין פתרון?" שאלו שני ההורים. אין דבר כזה "אין פתרון" עניתי. אבל, <br />מה שיותר חשוב, לדבריכם אין כרגע גם בעיה. טוב מאוד שאתם חושבים על העתיד, וכדאי <br />שתהיו מוכנים לכך שבמהלך הלימודים של ילדה כה מחוננת ייתכן שיהיה צורך בשינויים <br />רבים. לדוגמה: ישנם ילדים מחוננים שנרשמים לחוגי העשרה רבים, אבל בשלב מסוים <br />מעדיפים להתרכז בנושא מסוים אחד, למשל – מחשבים או מוזיקה, ואף על פי שהגיעו <br />להישגים טובים מאוד בשטחים רבים זונחים את כולם ונשארים לעסוק ברמה מקצועית <br />באחד השטחים שבעבר היה רק תחביב. ילדים אחרים מתחילים כבר בזמן הלימודים בתיכון <br />ללמוד גם מספר קורסים אקדמיים, וייתכן שיזנחו את ההשתתפות הקבועה בשיעורים בבית <br />הספר לטובת הלימודים באוניברסיטה. מחקרים שנערכו על כך בארה"ב גילו, שבני נוער <br />העושים זאת יוצאים נשכרים (2010 .,al et Heilbronner(, ורובם היו ממליצים גם לאחרים <br />להאיץ את לימודיהם באופן רדיקלי. אין הם מצטערים, כפי שמקובל לחשוב, על ש"פיספסו" <br />את חוויית סיום בית הספר, כולל טקסי הסיום והמסיבה, שבארה"ב יש לה ערך מיוחד <br />. (Colangelo et al., 2010; Muratori et al., 2003) <br />מכאן נוכל להסיק, אמרתי להורים, שעצם הבחירה ב"פתרון" מסוים, בדרך מסוימת, אין בה <br />ערובה לכך ש"זו הדרך" שניתן יהיה להתמיד בה. להיפך. ככל שמחוננותו של הילד היא <br />בדרגה גבוהה יותר, כן יש לצפות לצורך בשינויים ובהתאמות מרובים יותר. <br />אתם הגעתם אלי, אמרתי להורים, כדי למצוא את הדרך הטובה ביותר להתמודד עם קשיים <br />שעלולים להיגרם לבתכם, בבחינת "להקדים תרופה למכה". ייתכן, כמובן שלא תהיה "מכה". <br />ההתנהלות החברתית של בתכם המחוננת מרמזת על כך, שהיא בעלת יכולות חברתיות לא <br />מבוטלות, היא אוהבת, מצד אחד, לבלות בחברת בנות בוגרות ממנה, אבל מרגישה טוב גם <br />בחברת בנות גילה. מצב זה לא מחייב נקיטה מיידית בפעולה. אולם, אם יתברר <br />שחששותיכם מוצדקים – המורה לא תהיה אוהדת, השעמום יגרום לבתכם אי-רצון ללכת <br />לבית הספר, אולי יופיעו אפילו בעיות התנהגות אצלה – ניפגש שוב ונדון בנושא.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300350"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300350]").text(description); $(".js-view-count[data-work-id=112300350]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300350']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300350]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300350,"title":"Pros and cons of grade-skipping (Hebrew)\r\nהאם הקפצת כיתה תזיק או תועיל לילד שלי?","internal_url":"https://www.academia.edu/112300350/Pros_and_cons_of_grade_skipping_Hebrew_%D7%94%D7%90%D7%9D_%D7%94%D7%A7%D7%A4%D7%A6%D7%AA_%D7%9B%D7%99%D7%AA%D7%94_%D7%AA%D7%96%D7%99%D7%A7_%D7%90%D7%95_%D7%AA%D7%95%D7%A2%D7%99%D7%9C_%D7%9C%D7%99%D7%9C%D7%93_%D7%A9%D7%9C%D7%99","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"dmdTS0hoWTN6eFBKLzZ6RmEwbFU2R1dJRkt5NFZwNHVsSCs1OUNqSlF0NzFZWWZxcWZlL0h6VU5qV0FjOVB0bS0tWWFiL0tTYjRMc3dna2Fjb3RZbTZoZz09--173a2076a572ee13aecadeea5709c5a7fdcba647"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300349"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112300349/David_H_2007_Education_in_mixed_or_single_sex_classes_The_case_of_re_structuring_the_state_religious_Morasha_school_to_suit_the_needs_of_the_new_students_joining_it_after_the_disengagement_from_the_Gaza_Strip_Hebrew_"><img alt="Research paper thumbnail of David. H. (2007). Education in mixed- or single-sex classes? The case of re-structuring the state-religious "Morasha" school to suit the needs of the new students joining it after the disengagement from the Gaza Strip (Hebrew)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300349/David_H_2007_Education_in_mixed_or_single_sex_classes_The_case_of_re_structuring_the_state_religious_Morasha_school_to_suit_the_needs_of_the_new_students_joining_it_after_the_disengagement_from_the_Gaza_Strip_Hebrew_">David. H. (2007). Education in mixed- or single-sex classes? The case of re-structuring the state-religious "Morasha" school to suit the needs of the new students joining it after the disengagement from the Gaza Strip (Hebrew)</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300349]").text(description); $(".js-view-count[data-work-id=112300349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300349,"title":"David. H. (2007). Education in mixed- or single-sex classes? 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H. (2007). Bibliography of [mathematical] giftedness (Hebrew)","internal_url":"https://www.academia.edu/112300347/David_H_2007_Bibliography_of_mathematical_giftedness_Hebrew_","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"Nk5pd0tZdGxZWHZmdXVldzFjVDFnL2xtRGUzTTFXM2VqTWMyTFQyME5xZ1Q3dDI2WjB3RGVuYWkzbWM4dGd2Vy0tQTlleHdGTFE2MngvYmwrbXg4VDF4QT09--6658a8204286e03bb5bf5376e06d4c2c23bf9590"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300346"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112300346/David_H_2008_Gifted_females_in_science_The_Israeli_case_Al_Nibras_Articles_in_Education_Science_and_Society_4_54_63"><img alt="Research paper thumbnail of David, H. (2008). Gifted females in science: The Israeli case. Al-Nibras, Articles in Education, Science & Society, 4, 54-63" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300346/David_H_2008_Gifted_females_in_science_The_Israeli_case_Al_Nibras_Articles_in_Education_Science_and_Society_4_54_63">David, H. (2008). Gifted females in science: The Israeli case. Al-Nibras, Articles in Education, Science & Society, 4, 54-63</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300346"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300346"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300346; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300346]").text(description); $(".js-view-count[data-work-id=112300346]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300346; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300346']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300346]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300346,"title":"David, H. (2008). Gifted females in science: The Israeli case. Al-Nibras, Articles in Education, Science \u0026 Society, 4, 54-63","internal_url":"https://www.academia.edu/112300346/David_H_2008_Gifted_females_in_science_The_Israeli_case_Al_Nibras_Articles_in_Education_Science_and_Society_4_54_63","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"UE5ZajhkZ1FsWThjK3ZWampZaDhqMmI0d1VyVjNicnczTnBxRkRpV0RuNXRNMjM1bzV2U25qV3I2WUFMSWRsbS0taFdRdGNZelZ0a0VWVXpBR2RzV1FKQT09--cbc1c51ee1267b3a7e9022832f379fa327872866"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300344"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112300344/David_H_2008_9_The_talented_Arab_girl_Between_tradition_and_modernism_Gifted_and_Talented_International_23_2_24_1_67_78"><img alt="Research paper thumbnail of David, H. (2008/9). The talented Arab girl: Between tradition and modernism. Gifted and Talented International, 23(2)-24(1), 67-78" class="work-thumbnail" src="https://attachments.academia-assets.com/113366732/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112300344/David_H_2008_9_The_talented_Arab_girl_Between_tradition_and_modernism_Gifted_and_Talented_International_23_2_24_1_67_78">David, H. (2008/9). The talented Arab girl: Between tradition and modernism. Gifted and Talented International, 23(2)-24(1), 67-78</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Since Israel's independence in 1948 Arab females were the main beneficiaries of the law of mandat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Since Israel's independence in 1948 Arab females were the main beneficiaries of the law of mandatory education. Arab women aged 65+ have, on average, less than one year of formal education. Their granddaughters, aged 18-24, have about 12.5 years of schooling-a number that increases each year. As in many Arab countries, Arab girls in Israel tend to enhance their education while observing the rules of tradition and acting within the socially accepted norms (David & Khalil, in preparation). Unlike in many Western societies, in Arab society in Israel-Muslim, Druze and certainly Christian-educational aspirations are not perceived as contradicting religion. Thus, a young educated Arab woman has no restrictions on her education per se. If she is judged by significant others it is only her behaviour that is criticized. As long as she does not behave against the strict laws of "family honour" she is encouraged to excel, even in coeducational programs. Her achievements, high intellectual abilities, good grades and higher degrees make her family proud (Abed-el-Kader Yichya, 1995; David, 2002, 2007). This paper examines a few areas where Arab girls excel, e.g., in school, in the professions and in social achievements. Also included is an analysis of their hardships and suggestions regarding potential ways to overcome or partially overcome these hardships.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ec82bc944505e0d6dcaecdd51f343df8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":113366732,"asset_id":112300344,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/113366732/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300344"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300344"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300344; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300344]").text(description); $(".js-view-count[data-work-id=112300344]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300344; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300344']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ec82bc944505e0d6dcaecdd51f343df8" } } $('.js-work-strip[data-work-id=112300344]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300344,"title":"David, H. (2008/9). The talented Arab girl: Between tradition and modernism. Gifted and Talented International, 23(2)-24(1), 67-78","internal_url":"https://www.academia.edu/112300344/David_H_2008_9_The_talented_Arab_girl_Between_tradition_and_modernism_Gifted_and_Talented_International_23_2_24_1_67_78","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"K2ZQbnFGN3hHWmpRanNqVkEwc2hCOHY0bVNOTUVQQkQ4dHRYVUwyMXljWGh4cit1S3NOSDNMQUkwM0VWVmRVaC0tQUJ5ZGVTdVhsZ1BGZHgzdzJ2Rmpmdz09--e4495fa5adffd4c3c9f7f7f4e5b8cfaef03eecd4"},"attachments":[{"id":113366732,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/113366732/thumbnails/1.jpg","file_name":"DAVID_2009_The_Talented_Arab_Girl__Between_Tradition_and_Modernism.pdf","download_url":"https://www.academia.edu/attachments/113366732/download_file","bulk_download_file_name":"David_H_2008_9_The_talented_Arab_girl_Be.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/113366732/DAVID_2009_The_Talented_Arab_Girl__Between_Tradition_and_Modernism-libre.pdf?1713203685=\u0026response-content-disposition=attachment%3B+filename%3DDavid_H_2008_9_The_talented_Arab_girl_Be.pdf\u0026Expires=1740511415\u0026Signature=J5YPeJUGsALtRsdz7d8bx4n6mg6r-IEAvCe5hfTy6nnMTblsTpNK6JsT5XddIueoSil4xMGpmzdWzoC-XVrGKYKLBVxaa20yIazwBubBiZBZ6993IxNOs9vHp0eATgl~1K7urVzGBj4PmDtCeD5W9nPvza8PoGhWz8Jdy78VG4KSp3uapvzXlAPW2yJ6EDkhDwNUT7324j1F~EnPAXVJ8uBil4MwzMN8gbkZFP6rbt~uspnk52MZl24G5kDffFX9Ji1tUeOkmgatX4vH9h-2J-3VytjH~GmykQkXfHWA8U2kZAApnEa~~lrub1bBlxRebSCqLUsAMlGXjEqd8R7blA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300343"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112300343/David_H_2008_The_Mathematics_Acceleration_Program_of_the_Tel_Aviv_University_1970_1999_In_R_Leikin_ed_Proceedings_of_The_5th_International_Conference_Creativity_in_Mathematics_and_the_Education_of_Gifted_Students_pp_427_429_Haifa_Israel_February_24_28_2008"><img alt="Research paper thumbnail of David, H. (2008). The Mathematics Acceleration Program of the Tel Aviv University (1970-1999). In R. Leikin (ed.), Proceedings of The 5th International Conference Creativity in Mathematics and the Education of Gifted Students (pp. 427-429). Haifa, Israel, February 24-28, 2008" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300343/David_H_2008_The_Mathematics_Acceleration_Program_of_the_Tel_Aviv_University_1970_1999_In_R_Leikin_ed_Proceedings_of_The_5th_International_Conference_Creativity_in_Mathematics_and_the_Education_of_Gifted_Students_pp_427_429_Haifa_Israel_February_24_28_2008">David, H. (2008). The Mathematics Acceleration Program of the Tel Aviv University (1970-1999). In R. Leikin (ed.), Proceedings of The 5th International Conference Creativity in Mathematics and the Education of Gifted Students (pp. 427-429). Haifa, Israel, February 24-28, 2008</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300343"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300343"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300343; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300343]").text(description); $(".js-view-count[data-work-id=112300343]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300343; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300343']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300343]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300343,"title":"David, H. (2008). The Mathematics Acceleration Program of the Tel Aviv University (1970-1999). In R. Leikin (ed.), Proceedings of The 5th International Conference Creativity in Mathematics and the Education of Gifted Students (pp. 427-429). Haifa, Israel, February 24-28, 2008","internal_url":"https://www.academia.edu/112300343/David_H_2008_The_Mathematics_Acceleration_Program_of_the_Tel_Aviv_University_1970_1999_In_R_Leikin_ed_Proceedings_of_The_5th_International_Conference_Creativity_in_Mathematics_and_the_Education_of_Gifted_Students_pp_427_429_Haifa_Israel_February_24_28_2008","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"V1BLMzdqUVNFUWowY2U4clJMRFdBZVZRcDNhcDVGU0pHY1JwRGdTbDhWOGdIQmVPcjhGVTJoaFRaM2ZoeVRyTy0tSmFueGF1K2habE43eVdteC9UbGJKZz09--ed69e800ce8f3fef0e5c16ca77398b94036eb978"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/112300342/David_H_2008_Who_is_the_ideal_teacher_for_the_gifted_Does_the_gifted_child_need_a_gifted_teacher_Hebrew_"><img alt="Research paper thumbnail of David, H. (2008). Who is the ideal teacher for the gifted? Does the gifted child need a gifted teacher? (Hebrew)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300342/David_H_2008_Who_is_the_ideal_teacher_for_the_gifted_Does_the_gifted_child_need_a_gifted_teacher_Hebrew_">David, H. (2008). Who is the ideal teacher for the gifted? Does the gifted child need a gifted teacher? (Hebrew)</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300342; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300342]").text(description); $(".js-view-count[data-work-id=112300342]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300342; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300342']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300342]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300342,"title":"David, H. (2008). Who is the ideal teacher for the gifted? Does the gifted child need a gifted teacher? 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(2009). Introduction: Why case studies? The development of giftedness studies from a historical point of view. In H. David, & E. Wu, Understanding Giftedness: A Chinese-Israeli Casebook (pp. 1-19). Hong Kong: Pearson Education South Asia" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/112300341/David_H_and_Wu_E_H_2009_Introduction_Why_case_studies_The_development_of_giftedness_studies_from_a_historical_point_of_view_In_H_David_and_E_Wu_Understanding_Giftedness_A_Chinese_Israeli_Casebook_pp_1_19_Hong_Kong_Pearson_Education_South_Asia">David, H., & Wu, E.H. (2009). Introduction: Why case studies? The development of giftedness studies from a historical point of view. In H. David, & E. Wu, Understanding Giftedness: A Chinese-Israeli Casebook (pp. 1-19). Hong Kong: Pearson Education South Asia</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300341"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300341"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300341; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=112300341]").text(description); $(".js-view-count[data-work-id=112300341]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 112300341; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='112300341']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=112300341]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":112300341,"title":"David, H., \u0026 Wu, E.H. (2009). Introduction: Why case studies? The development of giftedness studies from a historical point of view. In H. David, \u0026 E. Wu, Understanding Giftedness: A Chinese-Israeli Casebook (pp. 1-19). Hong Kong: Pearson Education South Asia","internal_url":"https://www.academia.edu/112300341/David_H_and_Wu_E_H_2009_Introduction_Why_case_studies_The_development_of_giftedness_studies_from_a_historical_point_of_view_In_H_David_and_E_Wu_Understanding_Giftedness_A_Chinese_Israeli_Casebook_pp_1_19_Hong_Kong_Pearson_Education_South_Asia","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"emMrUGtORXJ1djhkRjVwWkU0dFBxVXd0MVdkTjRpVHhpdnVZTk11bjBCWVA5NzFzem5KOUxCdXB2MldCWWRxOC0tUkJCZFBLWUFldTNUQUplZnlsT2Z3UT09--f8770080f5ac81f7ee10e2bd44e64caa974152aa"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="112300205"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/112300205/ISRAEL_and_PISA_2018_PART_I"><img alt="Research paper thumbnail of ISRAEL and PISA 2018 – PART I" class="work-thumbnail" src="https://attachments.academia-assets.com/109572194/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/112300205/ISRAEL_and_PISA_2018_PART_I">ISRAEL and PISA 2018 – PART I</a></div><div class="wp-workCard_item"><span>Journal for the Education of Gifted Young Scientists</span><span>, Dec 30, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article will present the results of the 2018 PISA International Tests of Israeli students. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article will present the results of the 2018 PISA International Tests of Israeli students. These tests have been administrated every three years since 2000 in mathematics, science and verbal literacy. The results of Israeli students have been compared to those of the OECD members as well as to those of all 79 participants of the PISA 2018. The first part of the article deals with the consensual harsh critique published in Israel as soon as the law achievements of Israeli students were revealed. It will show that the educational gaps among students from various socioeconomic backgrounds, religions, and level of religiosity, as reflected by the school system they belong to. This has happened in spite of the substantial increase of resources Israel has adopted in the last decade, the very generous amount of money allocated to closing the educational gaps between the under-achieving sub-populations and non-minority, Jewish students, and the repeating declarations of all ministers of education and other official authorities about their personal commitment to strive for both closing the educational gaps and increasing its level. The second part of this article will deal with the fact that students who were expected to achieve poorly, have not been included in the PISA sample. These students were mainly Arab, as well as practically all Ultra-Orthodox boys. The Ultra-Orthodox girls included have not been a representative sample but rather a minority of girls belonging to this sector who do tale the matriculation examinations. As a result, the very disappointing results of Israeli student in the PISA 2018 tests have actually been much more inferior than published.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b4844bb1da8af7476f049c3d529783a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109572194,"asset_id":112300205,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109572194/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="112300205"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="112300205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 112300205; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108134033"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108134033/Between_then_and_now_On_exclusion_of_women_from_the_public_arena%D7%91%D7%99%D7%9F_%D7%90%D7%96_%D7%9C%D7%A2%D7%9B%D7%A9%D7%99%D7%95_%D7%A2%D7%9C_%D7%A4%D7%92%D7%99%D7%A2%D7%94_%D7%91%D7%A0%D7%A9%D7%99%D7%9D_%D7%91%D7%9E%D7%A8%D7%97%D7%91_%D7%94%D7%A6%D7%99%D7%91%D7%95%D7%A8%D7%99"><img alt="Research paper thumbnail of Between then and now: On exclusion of women from the public arenaבין אז לעכשיו: על פגיעה בנשים במרחב הציבורי" class="work-thumbnail" src="https://attachments.academia-assets.com/106598754/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108134033/Between_then_and_now_On_exclusion_of_women_from_the_public_arena%D7%91%D7%99%D7%9F_%D7%90%D7%96_%D7%9C%D7%A2%D7%9B%D7%A9%D7%99%D7%95_%D7%A2%D7%9C_%D7%A4%D7%92%D7%99%D7%A2%D7%94_%D7%91%D7%A0%D7%A9%D7%99%D7%9D_%D7%91%D7%9E%D7%A8%D7%97%D7%91_%D7%94%D7%A6%D7%99%D7%91%D7%95%D7%A8%D7%99">Between then and now: On exclusion of women from the public arenaבין אז לעכשיו: על פגיעה בנשים במרחב הציבורי</a></div><div class="wp-workCard_item"><span>פסיכולוגיה עבריתHEBREW PSYCHOLOGY </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"The personal is political" (Hanisch, 2006 [1969]) has been the moto accompanying the Second Wave...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"The personal is political" (Hanisch, 2006 [1969]) has been the moto accompanying the Second Wave Feminism from its beginning (see Firestone & Koedt, 1970). <br />It forced popular social movements to challenge what was considered to be "political" and to reflect upon how lived experiences impact perception of reality. Issues that had previously been considered moral or trivial offenses in every day actions were being acknowledged as oppressive and structural norms (Heberle, 2015, pp. 593-609).<br />The main issue the feminist movement of the 70ieth focused on was women's rights not only in the public arena, for example, at the workplace, but also on male dominance at home, financial restrictions and limitation of women and physical violence of husbands, fathers, brothers, and other male family members against women at home, until then they were considered "private matters" or "family matters" until then. <br />The concept of transferring the previous "private-" into "public matters" contradicted the perception of Locke 1680), the "father" of modern philosophy that separated between the public and the private. While for hundreds of years, well into the 20th century, Locke's perception made inferiority of women and children and dominance of males over females in the family circle, the feminist movement inspired to bring this situation to an end.<br />I am to present here six events that I had experienced during five decades of my adult life, all examples of various harassments that I finally feel courageous enough to bring to light. I do not think that any of them is very special; on the contrary: every woman around my age has experienced more- or less similar events. But while for very many women the #MeToo movement was the catalyst, the last "push" that made them tell their "private" story and make it a part of a public female herstory, this was not my case. I genuinely "got over" these insulting, shaming, even painful incidents. The last harassment, however, occurred a few days before my 71th birthday, and left a deep scar, though "objectively" is was "just" a few words from a person I probably did not know. And I cannot wonder if it had to do with the political "climate changing" in my country.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="50bb50ef5fa4d2ba5567f4b2f4d86156" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106598754,"asset_id":108134033,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106598754/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108134033"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108134033"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108134033; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="108007364"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/108007364/Developing_Teachers_Skill_to_Identify_High_Ability_Students"><img alt="Research paper thumbnail of Developing Teachers’ Skill to Identify High Ability Students" class="work-thumbnail" src="https://attachments.academia-assets.com/106508787/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108007364/Developing_Teachers_Skill_to_Identify_High_Ability_Students">Developing Teachers’ Skill to Identify High Ability Students</a></div><div class="wp-workCard_item"><span>Education, Society and Human Studies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question: “how to educate teachers in order to help them be more understanding, more suitable...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question: “how to educate teachers in order to help them be more understanding, more suitable, and more motivated when teaching gifted students” has been widely discussed. The question whether it is possible at all certainly needs more research. However, we shall hereby suggest some “signs”, hints, or even explicit utterances that might help teachers to notice students who need extra-supervision, enrichment activities or an accelerated track. These sayings, or doings, are usually either ignored by teachers or quite often wrongly interpreted. Had teacher known how to “read” these signs it would have helped them to know if a certain student needs extra-challenging, different, higher-level school curriculum, more creative homework or self-learning assignments. Here are the 5 main points a teacher should consider when having to decide whether their student is gifted or talented. 1. Boredom: looking bored or complaining about being bored 2. Finishing all tasks before everybody else 3...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ecd315f3015903524d605a3515ac457f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106508787,"asset_id":108007364,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106508787/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108007364"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108007364"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108007364; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106064842"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/106064842/Should_we_continue_to_use_the_term_giftedness_"><img alt="Research paper thumbnail of Should we continue to use the term “giftedness”?" class="work-thumbnail" src="https://attachments.academia-assets.com/105360586/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106064842/Should_we_continue_to_use_the_term_giftedness_">Should we continue to use the term “giftedness”?</a></div><div class="wp-workCard_item"><span>Australasian Journal of Gifted Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">For many years there has been ongoing, lively debate about the use of the term &quot;gifted&quot;...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">For many years there has been ongoing, lively debate about the use of the term &quot;gifted&quot; when referring to able, talented, and creative students, or students who have the potential to achieve at a high level. Pro-giftedness supporters who use the term appear to lean on the fact that the term &quot;gifted&quot; has been successfully used for many decades, and no other better-accepted term exists or has been suggested as a replacement. The anti-giftedness researchers, psychologists and educators point to the implicit inequity of &quot;giftedness&quot;, and their belief that when some children and adolescents are labelled as &quot;gifted&quot;, others might feel unable, potentially unsuccessful, and even compartmentalized. This article intends to summarize the main perspectives and determine for the pro-giftedness view.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="642608402ebd8dd32fb70970dbf254bb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105360586,"asset_id":106064842,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105360586/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106064842"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106064842"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106064842; 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(2010). A gifted case study (Hebrew)" class="work-thumbnail" src="https://attachments.academia-assets.com/105361039/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106064840/David_H_2010_A_gifted_case_study_Hebrew_">David, H. (2010). A gifted case study (Hebrew)</a></div><div class="wp-workCard_item"><span>HHebrew Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article offers a wide theoretical background about counseling the gifted, as well as a detai...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article offers a wide theoretical background about counseling the gifted, as well as a details description of an intervention with a 14-year old gifted versatile boy and his parents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4a29af594b2e25cc9fe0d68e3c7d6684" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105361039,"asset_id":106064840,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105361039/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106064840"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106064840"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106064840; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=106064840]").text(description); $(".js-view-count[data-work-id=106064840]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 106064840; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='106064840']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4a29af594b2e25cc9fe0d68e3c7d6684" } } $('.js-work-strip[data-work-id=106064840]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":106064840,"title":"David, H. 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A gifted case study (Hebrew)","internal_url":"https://www.academia.edu/106064840/David_H_2010_A_gifted_case_study_Hebrew_","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"cktZODJCQ0YySGtGWUsycFRvYnR1VU93eVRCUU1zbmhESVhOVEhqbEdhWS9zOHpBa1VmWjBNT0pLNHVjT1gxcC0tS05ZOXAyZUwyTHdEbjNZT0tFN3haZz09--7183f13c7fa5267f0e96f9b96d3f1655ee5ea835"},"attachments":[{"id":105361039,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/105361039/thumbnails/1.jpg","file_name":"DAVID_2020_Gifted_case_studies.docx","download_url":"https://www.academia.edu/attachments/105361039/download_file","bulk_download_file_name":"David_H_2010_A_gifted_case_study_Hebrew.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/105361039/DAVID_2020_Gifted_case_studies.docx?1693301262=\u0026response-content-disposition=attachment%3B+filename%3DDavid_H_2010_A_gifted_case_study_Hebrew.docx\u0026Expires=1740511415\u0026Signature=ZiWwyN1N-rWiSHhnbeKQIlmMM2vTn7PolEWV5YSUg~nNld1gXujcuJu9F-Oc8QvvAx8UVDbqfvVMFPxN4WqqitEvZj1fu5N82jD30UsJiSU6oJ1FyiREG5hh3cX~K9wcJf5fQLFzaXkAa2-~w6NPhhiIUSRi5KUKuruBLKz42VilbTQd1W9-j29rc-O7pY7smthUOxspFI2JFiHBcO7MHp4tIRh8c-Qt00hrHzs1lRTg0lQyY2rxOxYNvZwCdenReeDq1oCQtwEOQLa615j1aERWBlHuC1yw8UpjRnCS32m-RVoEFumXTZwPzVYtmKbp09q2Hu-xXCpCA5N0SFAwqQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="106064839"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/106064839/David_H_2010_The_conflicts_of_the_talented_girl_Theory_and_praxis_%D7%93%D7%95%D7%99%D7%93_%D7%97_2010_%D7%94%D7%A7%D7%95%D7%A0%D7%A4%D7%9C%D7%99%D7%A7%D7%98%D7%99%D7%9D_%D7%A9%D7%9C_%D7%94%D7%91%D7%AA_%D7%94%D7%9E%D7%95%D7%9B%D7%A9%D7%A8%D7%AA_%D7%9E%D7%94%D7%9C%D7%9B%D7%94_%D7%9C%D7%9E%D7%A2%D7%A9%D7%94"><img alt="Research paper thumbnail of David, H. (2010). The conflicts of the talented girl: Theory and praxis. דויד, ח. (2010). הקונפליקטים של הבת המוכשרת: מהלכה למעשה." class="work-thumbnail" src="https://attachments.academia-assets.com/105367635/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/106064839/David_H_2010_The_conflicts_of_the_talented_girl_Theory_and_praxis_%D7%93%D7%95%D7%99%D7%93_%D7%97_2010_%D7%94%D7%A7%D7%95%D7%A0%D7%A4%D7%9C%D7%99%D7%A7%D7%98%D7%99%D7%9D_%D7%A9%D7%9C_%D7%94%D7%91%D7%AA_%D7%94%D7%9E%D7%95%D7%9B%D7%A9%D7%A8%D7%AA_%D7%9E%D7%94%D7%9C%D7%9B%D7%94_%D7%9C%D7%9E%D7%A2%D7%A9%D7%94">David, H. (2010). The conflicts of the talented girl: Theory and praxis. דויד, ח. (2010). הקונפליקטים של הבת המוכשרת: מהלכה למעשה.</a></div><div class="wp-workCard_item"><span>Gender-oriented dialogue in Education: Between theory and praxis (Hebrew). דיאלוג מגדרי בחינוך: בין תיאוריה ומעשה </span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">הבת המוכשרת נמצאת בסיכון להימצא בקונפליקט בין רצונותיה לבין רצונות החברה אליה היא שייכת, בין שאי...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">הבת המוכשרת נמצאת בסיכון להימצא בקונפליקט בין רצונותיה לבין רצונות החברה אליה היא <br />שייכת, בין שאיפותיה לקידום מקצועי ואינטלקטואלי לבין מסרים מבולבלים, דו-משמעיים ואף <br />סותרים הקשורים לקידומה המקצועי, מסרים שלא אחת מגיעים אף ממוריה ( ;Kerr, 1997 <br /> .)Noble et al., 1999בת כזאת תחוש סיפוק כל אימת שהיא מעפילה לגבהים של הישגים <br />לימודיים, מקצועיים ויצירתיים. אולם, המסרים שהיא שומעת הם פעמים רבות בנוסח: <br />"הלימודים זה לא הכול", "אולי כדאי ש'תתפזרי' יותר, שתעסקי גם בנושאים חברתיים", או "לא <br />יפה להרגיש שאת יותר טובה מאחרים". על הצוות החינוכי "להיות שם בשבילה", לחוות אִ תה <br />את הצלחותיה, לעזור לה לחוש גאווה בהם ולדרבן אותה להשקיע ביכולותיה הקוגניטיביות בכל <br />עת שתפנה אליו לתמיכה בתחום זה (.(Reis, 2002, 2005 <br />בעבודה זו נשתמש לסירוגין במונח 'מחוננת', שהוא תגית שניתנת לבנות בגילאי  9-8שנבחרו על פי <br />יכולותיהן הקוגניטיביות להשתתף בתכניות ההעשרה למחוננים או בכיתות המחוננים מטעם <br />משרד החינוך, ו"מוכשרת", תואר שאנו משתמשים בו עבור בנות ונערות שיכולותיהן יוצאות <br />הדופן אינן מתבטאות דווקא באחד משני תת-התחומים הקוגניטיביים: המילוליים או <br />המתמטיים-לוגיים. <br />שלוש סתירות עיקריות קיימות בין שאיפותיה של הבת המחוננת למימוש יכולותיה לבין הקודים <br />החברתיים המקובלים: סתירה בין ציפיות החברה לבין ציפיות עצמיות; סתירה בין ההתנהגות <br />הנדרשת מבנות, כמו קונפורמיות, קבלת סמכות, דיוק, יושר, רגישות ואמפתיה לבין ההתנהגות <br />המביאה להצלחה בעולם המקצועי; התשלום החברתי על הרצון להצטיין, תשלום שעלול להביא <br />לירידה בפופולריות, ולבעייתיות במציאת בן זוג. <br />במאמר זה נדון בבעיות אלה ו באחרות, ונביא שורה של המלצות כיצד יש לתמוך בבת המוכשרת <br />והיצירתית בכל טווח הגילאים של בית הספר של בית הספר, ובייחוד מתחילת תקופת קדם ההתבגרות, כדי שתממש את הפוטנציאל הטמון בה.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b993523e79f28351379da9af5a5b8964" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105367635,"asset_id":106064839,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105367635/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="106064839"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="106064839"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 106064839; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="495504" id="interviews"><div class="js-work-strip profile--work_container" data-work-id="125849217"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125849217/Interview_with_Hanna_David_about_her_newly_published_book_Emotionally_Socially_and_Learning_Disabled_Gifted_Children_Theory_and_Treatment"><img alt="Research paper thumbnail of Interview with Hanna David about her newly published book Emotionally, Socially and Learning Disabled Gifted Children: Theory and Treatment" class="work-thumbnail" src="https://attachments.academia-assets.com/119818907/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125849217/Interview_with_Hanna_David_about_her_newly_published_book_Emotionally_Socially_and_Learning_Disabled_Gifted_Children_Theory_and_Treatment">Interview with Hanna David about her newly published book Emotionally, Socially and Learning Disabled Gifted Children: Theory and Treatment</a></div><div class="wp-workCard_item"><span>YOUTUBE</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">https://www.youtube.com/watch?v=8RXGZXgrT2k Interview with Hanna David about her newly published...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.youtube.com/watch?v=8RXGZXgrT2k" rel="nofollow">https://www.youtube.com/watch?v=8RXGZXgrT2k</a><br /><br />Interview with Hanna David about her newly published book Emotionally, Socially and Learning Disabled Gifted Children: Theory and Treatment.<br />ראיון על ספרי החדש: ילדים מחוננים בעלי לקויות למידה או בעיות רגשיות-חברתיות.<br /><br />This book presents the reader with the main inherent problems of double-exceptionality, namely, the difficulties educators and mental health professionals must deal with when working with gifted disabled children and youths. The first chapter describes ten of these problems; on the one hand, some have been caused by unfamiliarity with the basic terms and definitions of giftedness; on the other, learning or other disabilities; some by treatment failures of gifted disabled children and youths. The central part of the book, chapters 2-5, include six detailed case studies of gifted children and adolescents who were dealing, in some cases, with learning disabilities, but in all cases with social, emotional, psychological, and familial issues that jeopardized not only their educational and professional future but also their well-being and even their mental health. These chapters also include shorter vignettes of gifted, disabled young, and older children I have met in the last thirty years. Some of these cases, the longer and the shorter case studies,are of students considering dropping out of school. This book challenges the assumption that dropping out is necessarily also an educational failure. Some of the cases described did not have a happy ending: they tell young people who unsuccessfully tried to be like everybody else, an attempt that has always been hard to live with. The last chapter shows that only when all components in the child's or adolescent's life, the family, the education system, and the social circle they belonged to, encouraged and nurtured the child, materializing one's giftedness while maintaining a high level of well-being and social acceptability can be accomplished. The book chapter analyzes these factors while showing how misunderstanding of the child's needs and the inability to provide them with the proper educational and psychological help might cause giving up one's giftedness, deterioration in the social/emotional situation, or both.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b2970bb5d5e5f53f23e44fb991cf048" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119818907,"asset_id":125849217,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119818907/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125849217"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125849217"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125849217; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115442410"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115442410/Bias_in_Gifted_Identification_and_Education_Parents_Role_in_Nurturing_Their_Gifted_Daughters"><img alt="Research paper thumbnail of Bias in Gifted Identification and Education: Parents' Role in Nurturing Their Gifted Daughters" class="work-thumbnail" src="https://attachments.academia-assets.com/111848195/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115442410/Bias_in_Gifted_Identification_and_Education_Parents_Role_in_Nurturing_Their_Gifted_Daughters">Bias in Gifted Identification and Education: Parents' Role in Nurturing Their Gifted Daughters</a></div><div class="wp-workCard_item"><span>VANGUARD GIFTED ACADEMY</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Welcome to the Vanguard Gifted Academy's educational blog. This is the third installment in our s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Welcome to the Vanguard Gifted Academy's educational blog. This is the third installment in our series, Bias in Gifted Identification and Education. I'm Hannah David, counselor of gifted children and their families. My former position was at the Tel Aviv University; I'm retired now. In this article, we'll discuss the parents' role nurturing their gifted daughters.<br />The interview will focus on 5 points: <br />1. Being Honest<br />2. Help Gifted Girls Narrow Their Interests<br />3. Listen to Your Gifted Daughter<br />4. Allow Gifted Girls to Make Their Own Decisions<br />5. Limit Comments on Your Daughter’s Appearance</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03c9025f886d773db07744ff939c5112" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111848195,"asset_id":115442410,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111848195/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115442410"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115442410"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115442410; 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How did you choose the title of your book/ what had made you decide to write about: Emotionally, Socially and Learning Disabled Gifted Children: Theory and treatment? <br />2. Why did you choose to include so many case-studies? <br />3. Why are some of the case-studies in your book very long, some brief and some are just vignettes? <br />4. Why did you not include detailed case-studies of children with more severe learning disabilities, such as dyslexia or Asperger’s? <br />5. Is the book aimed for students? Mental health professionals? Parents? <br />6. 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An intelligent choice: More about gifted girls." class="work-thumbnail" src="https://attachments.academia-assets.com/111961004/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109316266/%D7%91%D7%97%D7%99%D7%A8%D7%94_%D7%9E%D7%95%D7%A9%D7%9B%D7%9C%D7%AA_An_intelligent_choice_More_about_gifted_girls">בחירה מושכלת. An intelligent choice: More about gifted girls.</a></div><div class="wp-workCard_item"><span>את</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">(נובמבר 2019). מירי גריי: בחירה מושכלת. ראיון עם ד"ר חנה דויד על בנות מחוננות. את. הורים רבים...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">(נובמבר 2019). מירי גריי: בחירה מושכלת. ראיון עם ד"ר חנה דויד על בנות מחוננות. את. <br /> <br />הורים רבים מקווים, שילדיהם יאותרו כמחוננים. אבל מה לגבי המתח והתחרותיות שמביא עמו גילוי כזה?  ומה עושים עם מחוננת שלא מוצאת את מרקומה?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7e7727d2ca7f964a91b605b1e02641bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111961004,"asset_id":109316266,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111961004/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109316266"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109316266"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109316266; 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HANNA DAVID" class="work-thumbnail" src="https://attachments.academia-assets.com/107387636/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/109188957/%D7%A1%D7%A8%D7%98%D7%95%D7%A0%D7%99%D7%9D_%D7%A7%D7%A6%D7%A8%D7%99%D7%9D_%D7%A2%D7%9C_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA_INTERVIEW_WITH_DR_HANNA_DAVID">סרטונים קצרים על מחוננות INTERVIEW WITH DR. HANNA DAVID</a></div><div class="wp-workCard_item"><span>INTERVIEW https://www.youtube.com/watch?v=8RXGZXgrT2k</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">https://www.youtube.com/watch?v=8RXGZXgrT2k A video interview with Hanna David about her new p...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.youtube.com/watch?v=8RXGZXgrT2k" rel="nofollow">https://www.youtube.com/watch?v=8RXGZXgrT2k</a> <br /> <br />A video interview with Hanna David about her new published book: Emotionally, Socially and Learning Disabled Gifted Children: Theory and treatment. <br />The questions: <br />1. How did you choose the title of your book/ what had made you decide to write about: Emotionally, Socially and Learning Disabled Gifted Children: Theory and treatment? <br />2. Why did you choose to include so many case-studies? <br />3. Why are some of the case-studies in your book very long, some brief and some are just vignettes? <br />4. Why did you not include detailed case-studies of children with more severe learning disabilities, such as dyslexia or Asperger’s? <br />5. Is the book aimed for students? Mental health professionals? Parents? <br />6. Why have you decided to be interviewed while sitting in the lotus position? <br /> <br /> <br /> איך התחלת להתעניין במחוננות? <br /> הגדרות של מחוננות <br /> כיצד הגעת לכתוב מאמר בלשני על מחוננות? <br /> האם בישראל קיים איתור מחוננים לכולם? <br /> האם מחוננות היא תחום פסיכולוגי או חינוכי? <br /> מינוחים הקשורים למחוננות בעברית ובשפות אחרות <br /> מחוננות: בין מדע לבין פרקטיקה <br /> טרמינולוגיה בחינוך מחוננים  <br /> <br /><a href="https://www.youtube.com/watch?v=qz0y3wOjB_0" rel="nofollow">https://www.youtube.com/watch?v=qz0y3wOjB_0</a> <br /><a href="https://www.youtube.com/watch?v=8nPCXhZVpyc" rel="nofollow">https://www.youtube.com/watch?v=8nPCXhZVpyc</a> <br /><a href="https://www.youtube.com/watch?v=KBKwPZuh-LE" rel="nofollow">https://www.youtube.com/watch?v=KBKwPZuh-LE</a> <br /><a href="https://www.youtube.com/watch?v=n2_nkyvuNkQ" rel="nofollow">https://www.youtube.com/watch?v=n2_nkyvuNkQ</a> <br /> <a href="https://www.youtube.com/watch?v=rlnEHO3N9P8&t=4s" rel="nofollow">https://www.youtube.com/watch?v=rlnEHO3N9P8&t=4s</a> <br /><a href="https://www.youtube.com/watch?v=XjXYbvwDwkU&t=1s" rel="nofollow">https://www.youtube.com/watch?v=XjXYbvwDwkU&t=1s</a> <br /><a href="https://www.youtube.com/watch?v=rCR9eUDwK1g" rel="nofollow">https://www.youtube.com/watch?v=rCR9eUDwK1g</a> <br /> <a href="https://www.youtube.com/watch?v=sX7NOxDaIMI&t=5s" rel="nofollow">https://www.youtube.com/watch?v=sX7NOxDaIMI&t=5s</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ec165e816eb9b6d2c8d483460209a22c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107387636,"asset_id":109188957,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107387636/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109188957"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109188957"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109188957; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=109188957]").text(description); $(".js-view-count[data-work-id=109188957]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 109188957; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='109188957']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ec165e816eb9b6d2c8d483460209a22c" } } $('.js-work-strip[data-work-id=109188957]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":109188957,"title":"סרטונים קצרים על מחוננות\r\nINTERVIEW WITH DR. HANNA DAVID","internal_url":"https://www.academia.edu/109188957/%D7%A1%D7%A8%D7%98%D7%95%D7%A0%D7%99%D7%9D_%D7%A7%D7%A6%D7%A8%D7%99%D7%9D_%D7%A2%D7%9C_%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%95%D7%AA_INTERVIEW_WITH_DR_HANNA_DAVID","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"d2FQYjBqMTZBTUZjM1psVnRsdFZ2alMzMTJDT014NXd3TGplMEJsbUlsYUljamJwblFYdmFUT29Md3Iwci9HLy0tYkcySEtrcC80dEVQWkVYTHRVcC9Pdz09--0e8e907ec03b28154c8ebd396e6fe9a1af1c2ebc"},"attachments":[{"id":107387636,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/107387636/thumbnails/1.jpg","file_name":"INTERVIEW_WITH_DR._HANNA_DAVID.docx","download_url":"https://www.academia.edu/attachments/107387636/download_file","bulk_download_file_name":"INTERVIEW_WITH.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/107387636/INTERVIEW_WITH_DR._HANNA_DAVID.docx?1700039214=\u0026response-content-disposition=attachment%3B+filename%3DINTERVIEW_WITH.docx\u0026Expires=1740511415\u0026Signature=aP-IuPafQBnQnhsM4ByMHH7geqdyV2mKHE0ZKipr2~iFHotNWihIgvM6iKRCAwmAiR8iw1f3hkmyMEFbxrZPeBrvn~2OqwMqBB8vFdrlQXAM~G9PVCTo9RAj8LY0Cwa6BGDmkd1SyQZmiim2ndiaRQ5JNNshsi4mzNywgGOSXQLdwAT6lMQAB5iJVc-B1MnLvXignh3jIqYZxNmHTSUP7csZ0czThyWrXZonsZS2QI1dttQ~~1C0AubAPbz4UIvU-7bYVpnMrlqw-G-p73DlYcPEjoOwGDYaRwLca~pT2wTpOvA~yOPx98MXIoASRZx6QzAZhehAyyWtnrnlOaPPAQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105597501"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/105597501/%D7%97%D7%9B%D7%9E%D7%99%D7%9D_%D7%91%D7%A2%D7%9C_%D7%9B%D7%A8%D7%97%D7%9D_11_8_23_%D7%A8%D7%90%D7%99%D7%95%D7%9F_%D7%A2%D7%9D_%D7%93%D7%A8_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93"><img alt="Research paper thumbnail of חכמים בעל כרחם 11.8.23 ראיון עם דר. חנה דויד" class="work-thumbnail" src="https://attachments.academia-assets.com/105007421/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/105597501/%D7%97%D7%9B%D7%9E%D7%99%D7%9D_%D7%91%D7%A2%D7%9C_%D7%9B%D7%A8%D7%97%D7%9D_11_8_23_%D7%A8%D7%90%D7%99%D7%95%D7%9F_%D7%A2%D7%9D_%D7%93%D7%A8_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93">חכמים בעל כרחם 11.8.23 ראיון עם דר. חנה דויד</a></div><div class="wp-workCard_item"><span>NOFEKH</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The article is about giftedness among Ultra-Orthodox gifted children in Israel. It tells the stor...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article is about giftedness among Ultra-Orthodox gifted children in Israel. It tells the story of quite an unknown, almost hidden gifted sub-population, with a solid, long tradition of appreciation, even admiration of scholars, spiritual education, prefering poverty over material richness while glorifying the value of learning. I have contributed to this comparatively long article by shedding light on the current legal gifted education in Israel in general and its influence on the Ultra-Orthodox community.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2a06beb974b73f9097fd7fd75c7d4c4d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105007421,"asset_id":105597501,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105007421/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="105597501"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105597501"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105597501; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104186879"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104186879/Is_Israel_a_paradise_for_the_gifted"><img alt="Research paper thumbnail of Is Israel a paradise for the gifted?" class="work-thumbnail" src="https://attachments.academia-assets.com/103981737/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104186879/Is_Israel_a_paradise_for_the_gifted">Is Israel a paradise for the gifted?</a></div><div class="wp-workCard_item"><span>https://www.intensementpodcast.com/post/isra%C3%ABl-est-il-vraiment-le-paradis-des-surdou%C3%A9-es</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Is Israel really a gifted paradise? https://www.hebpsy.net/blog_Post.asp?id=6115 This title was g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Is Israel really a gifted paradise? <a href="https://www.hebpsy.net/blog_Post.asp?id=6115" rel="nofollow">https://www.hebpsy.net/blog_Post.asp?id=6115</a> This title was given to my interview by Raff, the manager of the French podcast Intensément podcast (Twitter: @intensement_pod). The interview is available in both French and English here: <a href="https://www.intensementpodcast.com/post/isra%C3%ABl-est-il-vraiment-leparadis-des-surdou%C3%A9-es" rel="nofollow">https://www.intensementpodcast.com/post/isra%C3%ABl-est-il-vraiment-leparadis-des-surdou%C3%A9-es</a> After clicking in the link inside this written interview <a href="https://podcast.ausha.co/intensement/haut-potentiel-intellectuel-ousurdoue-es-faut-il-choisir-revue-d-un-article-d-hanna-david" rel="nofollow">https://podcast.ausha.co/intensement/haut-potentiel-intellectuel-ousurdoue-es-faut-il-choisir-revue-d-un-article-d-hanna-david</a> you can listen to an eight-minute French discussion about linguistic issues of giftedness (in French).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="97601d0ccd1f45ecadd47cbe9715e766" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103981737,"asset_id":104186879,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103981737/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104186879"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104186879"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104186879; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="103807575"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/103807575/Reponses_Hanna_David_24_6_23_intensementpodcast"><img alt="Research paper thumbnail of Reponses Hanna David 24 6 23 intensementpodcast" class="work-thumbnail" src="https://attachments.academia-assets.com/103712511/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/103807575/Reponses_Hanna_David_24_6_23_intensementpodcast">Reponses Hanna David 24 6 23 intensementpodcast</a></div><div class="wp-workCard_item"><span>intensement podcast</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Israël est-il-vraiment-le-paradis-des-surdoues? Réponses Hanna David 1. Pouvez-vous vous présente...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Israël est-il-vraiment-le-paradis-des-surdoues? Réponses Hanna David<br />1. Pouvez-vous vous présenter ? Comment en êtes-vous venu à vous intéresser aux HPI ?<br />2. Comment en êtes-vous venu à réaliser cet article ?<br />3. Est-ce que la question de la terminologie pour les surdoués se pose également en Israël ? <br />5-6. Comment la terminologie utilisée pour décrire les personnes surdouées a-t-elle évolué au fil des ans ? Comment la culture influence-t-elle la terminologie utilisée pour décrire les personnes surdouées ?<br />7. Quelle est votre opinion sur l'importance de l'utilisation d'une terminologie précise pour décrire le haut potentiel ?<br />8. En France, dans les milieux intéressés par le sujet des surdoués, on a une vision d'Israël comme étant un pays qui teste tous les enfants et propose des programmes adaptés aux HPI, est ce que c’est toujours le cas ? j’ai cru comprendre que cela n’avait pas que des avantages ?<br />9. En France, il y a une sorte de guerre entre deux visions de la précocité intellectuelle, l'une plus scientifique et l'autre plus basée sur la pratique clinique. Cela existe-t-il également en Israël ?<br />10. Vous avez publié un livre intitulé "Gifted Children and Adolescents Through the Lens of Neuropsychology". Pouvez-vous nous en dire plus à ce sujet ?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cb9eb9f5e9d42cd7cd0403ce98ef8405" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103712511,"asset_id":103807575,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103712511/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="103807575"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="103807575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 103807575; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76302557"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76302557/The_dark_side_of_brilliance_The_emotional_and_social_struggles_of_gifted_children"><img alt="Research paper thumbnail of The dark side of brilliance: The emotional and social struggles of gifted children" class="work-thumbnail" src="https://attachments.academia-assets.com/111908334/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76302557/The_dark_side_of_brilliance_The_emotional_and_social_struggles_of_gifted_children">The dark side of brilliance: The emotional and social struggles of gifted children</a></div><div class="wp-workCard_item"><span>YNET https://www.ynetnews.com/magazine/article/rknrvxvth</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many parents aspire for their child to join this elite club, often without fully understanding th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many parents aspire for their child to join this elite club, often without fully understanding the price that comes with it; What does a gifted individual experience? How do they feel when they outpace everyone around them by five steps? What does their childhood look like, and what kind of adults do they become? It’s not all shiny in the Ivory Tower <br />2 comments <br />”An eight-year-old was recently diagnosed as a gifted, sensitive, gentle child. He can’t enjoy life at all. Nothing interests him. He has crying fits and doesn’t know why. He has suicidal thoughts (“there’s no point to life”, “I wish I’d never been born”). Although he expresses a great deal of love, he’s never happy. He never plays with friends. As a rule, he’s glued to a screen. What can we do? I’m just so sad and lost.” <br /> <br />I am interviewedfrom minute 8:10</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2e75c8e3abb9c687f60cb5c7c884cc5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111908334,"asset_id":76302557,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111908334/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76302557"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76302557"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76302557; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="96314801"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96314801/HANNA_DAVID_2022_Is_Being_A_Gifted_Girl_Easier_Now_Than_It_Was_50_Years_Ago"><img alt="Research paper thumbnail of HANNA DAVID 2022 Is Being A Gifted Girl Easier Now Than It Was 50 Years Ago" class="work-thumbnail" src="https://attachments.academia-assets.com/98247718/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96314801/HANNA_DAVID_2022_Is_Being_A_Gifted_Girl_Easier_Now_Than_It_Was_50_Years_Ago">HANNA DAVID 2022 Is Being A Gifted Girl Easier Now Than It Was 50 Years Ago</a></div><div class="wp-workCard_item"><span>APPLE PODCAST</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The short answer is: Yes and no. Let's start with the "yes". Many opportunities have opened for g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The short answer is: Yes and no. Let's start with the "yes".<br />Many opportunities have opened for gifted girls in the last 50 years. The work market has become much more accessible for women, many counties have practiced laws against gender-based discrimination, and in some areas affirmative action has become more and more acceptable.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2d0c41503eb83aa94fec0ea651e7240" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98247718,"asset_id":96314801,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98247718/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96314801"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96314801"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96314801; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94606565"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94606565/Interview_with_Hanna_David_on_being_the_educator_and_counselor_of_a_gifted_child_postpandemic"><img alt="Research paper thumbnail of Interview with Hanna David on being the educator and counselor of a gifted child postpandemic" class="work-thumbnail" src="https://attachments.academia-assets.com/97017128/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94606565/Interview_with_Hanna_David_on_being_the_educator_and_counselor_of_a_gifted_child_postpandemic">Interview with Hanna David on being the educator and counselor of a gifted child postpandemic</a></div><div class="wp-workCard_item"><span>Journal of Gifted Education and Creativity </span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although this interview is a little late, it is important in terms of revealing the useful, pract...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although this interview is a little late, it is important in terms of revealing the useful, practice-based and evidence-based ideas of Hanna David, an expert in guidance and counseling for the gifted, about the ongoing impact of the pandemic phenomenon. I selected the most important questions for the interview. Hanna David shared the answers to these questions with the right information with all her sincerity. The themes that occur when I turn them into themes are as follows; Homeschooling for Gifted, Its Popularity in Future, Pandemic Damage Report on Gifted Children, The Pandemic's Lessons for Gifted Educators and Psychologists, Change in Career Plans of Gifted Children, Recommendations for Families with High Sensitive Gifted Children. With Hanna David's solution-oriented approach, I summarized the suggestions for families, education and psychologists for gifted children after the pandemic in the conclusion section.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd6340dc3276608c3237d1a927d69d87" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":97017128,"asset_id":94606565,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/97017128/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94606565"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94606565"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94606565; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76348825"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76348825/An_interview_with_Hanna_David_reflections_on_counselling_gifted_children"><img alt="Research paper thumbnail of An interview with Hanna David: reflections on counselling gifted children" class="work-thumbnail" src="https://attachments.academia-assets.com/84083874/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76348825/An_interview_with_Hanna_David_reflections_on_counselling_gifted_children">An interview with Hanna David: reflections on counselling gifted children</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://enmu.academia.edu/MichaelShaughnessy">Michael Shaughnessy</a></span></div><div class="wp-workCard_item"><span>Journal of Gifted Education and Creativity,</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">John Senior and Michael F. Shaughnessy have asked Hanna David 14 questions about her counseling w...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">John Senior and Michael F. Shaughnessy have asked Hanna David 14 questions about her counseling work with gifted children, youths and families:<br />What prompted you – drove you initially to work with able children in a counselling setting?<br />1. How does your client group identify themselves to you?<br />2. Is it fair to suggest that sometimes it must be difficult to tell when you meet a family group?<br />3. as to who is the person requiring the counselling? Do you for example work with family groups as well as with individual children?<br />4. Is working through the many layers of emotional trauma and distress  very challenging?<br />5. In your journey to the heart of the child. Do you occasionally work in triage manner?<br />6. You work, if I may observe, in a particularly challenging and sometimes very dangerous environment – even before you meet a child. Do you find humour a ‘door opener’ in your work?<br />7. Do you observe a difference in whether you face to face counsel or counsel through virtual meetings? Is one more effective than another and if so, how would you characterise the differences?<br />8. During the time you have been working with able young children what changes in the issues you and the young learner working together have had to focus on?<br />9. In an increasingly challenging world environment how do you imagine the future for supporting the well-being and mental health of able children?<br />10. : I imagine sometimes you will hear difficult things from those you counsel. Who do you talk to? How do you protect your emotional integrity?<br />11. What guidance would you offer to those who are beginning their journey in counselling young people? What would you suggest they avoid and what would you recommend as an approach to forming an effective partnership between the counsellor and the counselled?<br />12. What are you working on now?<br />13. What do you see as the current social and emotional needs of the gifted?<br />14. The needs of the gifted are many- but are the competencies of our gifted teachers up to the challenge?<br />15. Are there instances where gifted kids just need to be left alone to pursue their own interests?<br />16. What is the role of the mentor in gifted education?<br />17. There are many journals and conferences about gifted- do they really help the classroom teacher?<br />18. What have we neglected to ask?<br />Dr. David has answered all of them in length.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98ea975636ac0c5411472636c8235ad5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":84083874,"asset_id":76348825,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/84083874/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76348825"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76348825"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76348825; 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"יש קורלציה במיוחד בין מחוננות לבעלי רגישויות חושיות הנוגעות לשמיעה, מגע, ראיה ואור", היא מוסיפה. <br /> <br /> <br /> <br />ד"ר דויד פרסמה בימים אלה ספר שעוסק בילדים מחוננים ומציע 8 תיאורי מקרים של ילדים מחוננים בישראל ובסין. Understanding Giftedness: A Chinese-Israeli Casebook יצא בהוצאת פירסון. ד"ר דויד עוסקת כבר למעלה מ-20 שנה בקבוצת הילדים המחוננים ומייעצת למשפחות למחוננים כיצד לעזור לילדיהם הן בבעיותיהם הרגשיות, החברתיות והמשפחתיות והן באלה הקשורות ללימודים. הורים, היא אומרת, הם המזהים והמאבחנים הטובים ביותר של מחוננות.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c1699668851d7855af77b1e07d46d0fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37399541,"asset_id":12077928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37399541/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12077928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12077928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12077928; 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(2007). Richard Lynn / Race Differences in Intelligence: An Evolutionary Analysis. Megamot [=Trends], 45(2), 418-425 (Hebrew)." class="work-thumbnail" src="https://attachments.academia-assets.com/44630370/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/24295616/David_H_2007_Richard_Lynn_Race_Differences_in_Intelligence_An_Evolutionary_Analysis_Megamot_Trends_45_2_418_425_Hebrew_">David, H. (2007). Richard Lynn / Race Differences in Intelligence: An Evolutionary Analysis. Megamot [=Trends], 45(2), 418-425 (Hebrew).</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aee0af2c866b1476bb1225ad86f3a8f8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44630370,"asset_id":24295616,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44630370/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="24295616"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="24295616"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24295616; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24295616]").text(description); $(".js-view-count[data-work-id=24295616]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24295616; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='24295616']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aee0af2c866b1476bb1225ad86f3a8f8" } } $('.js-work-strip[data-work-id=24295616]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":24295616,"title":"David, H. (2007). Richard Lynn / Race Differences in Intelligence: An Evolutionary Analysis. Megamot [=Trends], 45(2), 418-425 (Hebrew).","internal_url":"https://www.academia.edu/24295616/David_H_2007_Richard_Lynn_Race_Differences_in_Intelligence_An_Evolutionary_Analysis_Megamot_Trends_45_2_418_425_Hebrew_","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"WXUxak9mV1pNNkU0S1dnZytkbDdyaW94VUNjdjFqME5mcTVZK2Fzd0tRZ1NXWDRKVXNlLzRHOXJnWVlTV0l3My0tSEhMRWpWdTliNDJseVFub0d3SVdZUT09--02782e4f2932ef3e76b0260548024d2e01556860"},"attachments":[{"id":44630370,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44630370/thumbnails/1.jpg","file_name":"חנה_דויד_2007_ביקורת_ל-RACE_DIFFERENCES.pdf","download_url":"https://www.academia.edu/attachments/44630370/download_file","bulk_download_file_name":"David_H_2007_Richard_Lynn_Race_Differenc.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44630370/%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_2007_%D7%91%D7%99%D7%A7%D7%95%D7%A8%D7%AA_%D7%9C-RACE_DIFFERENCES-libre.pdf?1460392783=\u0026response-content-disposition=attachment%3B+filename%3DDavid_H_2007_Richard_Lynn_Race_Differenc.pdf\u0026Expires=1740511416\u0026Signature=Rahc7qN8mDz6GPZi-R4jujR94RxiMIdMG7wtdmwvFIsjzclzcYENQ0Ke47KkYpAE2NifOTMbQ~i3V2fxjNG1NCcix7wZMJX4uBU8h-pSL~iDd0IFW4UmqEHyFlFXYtYw1I9fP8caMIdMm7oGXdajuN7E6Ac197gvjB4aQ9pzJnnZkqZ4iRXxRIdID~~FZIc2PJGSA6Od~Ef0oeSz1cLzrDQfplQKIqGv-zDc6MzXJe9LbSi4-dTlfgzNZdiOpNQHPks35uwHk3PssgyE~-9XyiFTziJzI4WmadHM9dvoF7-n4LVE2F8wIMNNP8E08lMxmqthv6GgMDxgDf3llgrJCQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7965873"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7965873/Hanna_David_s_Book_The_Gifted_Arab_Child_In_Israel"><img alt="Research paper thumbnail of Hanna David’s Book: The Gifted Arab Child In Israel" class="work-thumbnail" src="https://attachments.academia-assets.com/34437312/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7965873/Hanna_David_s_Book_The_Gifted_Arab_Child_In_Israel">Hanna David’s Book: The Gifted Arab Child In Israel</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT: In this article, it was examined Hanna David’s Book: The Gifted Arab Child in Israel. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT: In this article, it was examined Hanna David’s Book: The Gifted Arab Child in Israel. The book focuses on Arab gifted children living in Israel. In Israel three Arab groups are living: Muslim, Christian and Druze. This book contains 7 sections. First Section: A Brief history of Education of Arabs In The State of Israel, Second Section: Characteristics of the Arab Gifted Child in Israel, Third Section: Education of the Arab Gifted Child, Fourth Section: Enrichment <br />Programs for the Gifted in the Arab Sector, Fifth section: Description of Various Kinds of Enrichment Program for the Arab Sector, Sixth section: A Minority within a Minority: Gifted Students in the Christian, Druze and Bedouin Sectors, Seventh Section: The talented Arab Girl: <br />Between Tradition and Modernism. In this book, author gives some suggestions to reveal potential of Arab girls. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1125936" id="keynotepresentations"><div class="js-work-strip profile--work_container" data-work-id="92751749"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/92751749/Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_short_summary_See_the_full_version_in_https_www_academia_edu_97731666_Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_1_"><img alt="Research paper thumbnail of Self-disclosure of the therapist in the treatment of gifted children and adolescents [short summary. See the full version in https://www.academia.edu/97731666/Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_1]" class="work-thumbnail" src="https://attachments.academia-assets.com/95677599/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/92751749/Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_short_summary_See_the_full_version_in_https_www_academia_edu_97731666_Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_1_">Self-disclosure of the therapist in the treatment of gifted children and adolescents [short summary. See the full version in https://www.academia.edu/97731666/Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_1]</a></div><div class="wp-workCard_item"><span>The Third International Congress on Gifted Youth and Sustainabliity of the Education. Istanbul: 10-11 December 2022.</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Explanation. What is self-disclosure? Self-disclosure is "against" typical therapy, especially "a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Explanation. What is self-disclosure?<br />Self-disclosure is "against" typical therapy, especially "against" psychoanalysis. However, even Freud used this technique quite often. It is extremely difficult to avoid it under ALL circumstances.<br />Self-disposure of the therapist: Short history of the research<br />Self-disclosing during child therapy has become a main issue only in this century. Self-disclosure in therapy of the gifted has hardly been studied. Prof. Pfeiffer describes, in a detailed case study, how he did it with a highly gifted adolescent. It is important that the therapist will be willing to do it, as in some cases, especially when the child or adolescent feels he or she is alone in the world, that there are not prospects that anybody will understand them, that the therapist is ready to use self-disclosure.<br />What is not to be done in [child] treatment<br />* Touch the patient – not even if it is a young child. If needed, call the parent and ask them to hug the child or hold them. <br />* Hang pictures of your family members in the clinic or in the waiting room.<br />* Tell, or worse – show the patient art works of yours.<br />* Tell details about your family.<br />* Volunteer to give personal details. <br />Examples:<br />• When my first book about giftedness was published, I was asked time and again: "do you have gifted daughters?"<br />How to react to personal questions – and how not to<br />1. When the patient asks the therapist a personal question, she should not ask, “Why is it important?”. She must assume that every question asked is important. One of the main characteristics of a gifted child is asking questions <br />2. When the therapist does not wish to answer the question asked she should not ignore it, but rather explain why she is not going to answer it. <br />3. The therapist should try to discover the reason for asking a personal question, without sharing this knowledge with the patient. Even if the reason for asking such a question is not revealed in treatment, it should rather remain in a state of vagueness. <br />4. Many gifted children and adolescents tend to perceive things as “black or while” (Lovecky, 1994; Silverman, 1994), and if a therapist hides facts without an explanation, the gifted patient might jump to the conclusion that the therapist is “fake”, even a hypocrite. <br />5. The therapist must not reveal more than what can be estimated as the “necessary minimum” in order to answer the patient’s question. <br />How social media has changed "knowing about your therapist" and what can be done to minimize the disclosure.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ae516eef148198e822ea4067c866e128" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95677599,"asset_id":92751749,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95677599/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="92751749"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="92751749"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 92751749; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=92751749]").text(description); $(".js-view-count[data-work-id=92751749]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 92751749; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='92751749']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ae516eef148198e822ea4067c866e128" } } $('.js-work-strip[data-work-id=92751749]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":92751749,"title":"Self-disclosure of the therapist in the treatment of gifted children and adolescents [short summary. See the full version in https://www.academia.edu/97731666/Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_1]","internal_url":"https://www.academia.edu/92751749/Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_short_summary_See_the_full_version_in_https_www_academia_edu_97731666_Self_disclosure_of_the_therapist_in_the_treatment_of_gifted_children_and_adolescents_1_","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"WEdKUmY3MDBxQmsrVHZpcEtIQlUrcUxJbjB2VXhRMzNOSzVxamVTRWhCVnFLZVFDbHR3SElsd0cvYnVDOWgzYy0tVVI3MUcxdndWYTBqcXF6Z3Q1eGQvUT09--19c00672c1753532347532ac9f8809ec96dae690"},"attachments":[{"id":95677599,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/95677599/thumbnails/1.jpg","file_name":"HANNA_DAVID_11.12.22_SELF_DISCLOSURE_IN_THERAPY_OF_THE_GIFTED.pdf","download_url":"https://www.academia.edu/attachments/95677599/download_file","bulk_download_file_name":"Self_disclosure_of_the_therapist_in_the.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/95677599/HANNA_DAVID_11.12.22_SELF_DISCLOSURE_IN_THERAPY_OF_THE_GIFTED-libre.pdf?1670907675=\u0026response-content-disposition=attachment%3B+filename%3DSelf_disclosure_of_the_therapist_in_the.pdf\u0026Expires=1740511416\u0026Signature=dTJXrA3f3YZK-2Lzm16KoXlNgE7SIJlcQ4Vilr4LAmGP8nGX11EPiDbtcw82~Ry~ZNhLczVyaKIzr2Xyceeqm~KC0q0SMycWSTYGgyszUERD5WYXFvmp~kmNPlGobypUNfLJGqkRghBd~nFIaWYlLibAAuTZ-1Nzm8Oi-eWW9dNOcWKog3mlWYGc6fXb8-N4xF5QHgZkxqCBwgo9DWSFpbCpA6jzzg7YQs5rkEri1rSkYnl2~kV40cJAaOm8AMBkMTRVk8Z~zUExesmBXHVXuWOOFZL7vQmMATg4exE2Dm-uGOM8TV~yEOTI3VpcLySDGoWZgg9hqrYPteMJm5E~7Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="50448050"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/50448050/Teaching_the_Humanities_to_Junior_High_school_Gifted_Students"><img alt="Research paper thumbnail of Teaching the Humanities to Junior High-school Gifted Students" class="work-thumbnail" src="https://attachments.academia-assets.com/68432555/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/50448050/Teaching_the_Humanities_to_Junior_High_school_Gifted_Students">Teaching the Humanities to Junior High-school Gifted Students</a></div><div class="wp-workCard_item"><span>The Faculty Development Program, Chandigarh, India, 5th-10th July, 2021.</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The humanities are not considered "important enough" in general, let alone in the context of gift...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The humanities are not considered "important enough" in general, let alone in the context of gifted education. Shaughnessy (2014) has summarized this conclusion in short, focusing on what he calls: "The crisis of humanities". According to him, the crisis includes both the definition of humanities and their scope, which have substantially changed, as well as their becoming marginal to other disciplines rather than respected, important, high-  prestige subjects.<br />According to Fisher, Walters & LoGuidice (1987), teaching the humanities should be used to develop a curriculum guide for the gifted. This is indeed a noble cause, but it is a little questionable whether 35 years after that article was written, it is still realistic. For too many years the humanities have been striving for more recognition, as students have been directed towards computer-related subjects. In many countries even pure mathematics and natural sciences find it hard to compete with the "screen-world" (e.g. Kaleva et al., 2019; Wilson & Mack, 2014). However, if a teacher is well educated both in the humanities and social sciences, and is also highly computer-literate, it might help access "humanistic worlds" to their students. <br />Let us look at the issue of teaching the humanities from two different points of view: the contribution – past, present and possible future of the humanities, to culture, politics, morals, ethics, etc., and the well-being of gifted students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cb78f3d49ca433eb06e048f379d618da" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":68432555,"asset_id":50448050,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/68432555/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="50448050"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="50448050"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50448050; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cb78f3d49ca433eb06e048f379d618da" } } $('.js-work-strip[data-work-id=50448050]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":50448050,"title":"Teaching the Humanities to Junior High-school Gifted Students","internal_url":"https://www.academia.edu/50448050/Teaching_the_Humanities_to_Junior_High_school_Gifted_Students","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"MXg3eEFQcDBMbEdzNWRzejBvcFM3QVhhTzFHQUxNSWE2YjhITHdIV093WHQ0d2VaVGp6ZmlPQ1FQaTEwcDlpSy0tV0lVWGxBa0k0M01mWGZQMmUvWlU2dz09--e6206db10022ed0b4512e3cb6e646ab8efca3538"},"attachments":[{"id":68432555,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/68432555/thumbnails/1.jpg","file_name":"8.7.21_DAVID_Teaching_the_Humanities_to_Junior_High_school_Gifted_Students_INDIA.pdf","download_url":"https://www.academia.edu/attachments/68432555/download_file","bulk_download_file_name":"Teaching_the_Humanities_to_Junior_High_s.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/68432555/8.7.21_DAVID_Teaching_the_Humanities_to_Junior_High_school_Gifted_Students_INDIA-libre.pdf?1627759381=\u0026response-content-disposition=attachment%3B+filename%3DTeaching_the_Humanities_to_Junior_High_s.pdf\u0026Expires=1740511416\u0026Signature=NVazRZvWy8pIZ2we1NsVWru7Kv~UxM6XaUjMpCs78XXQfsfNnLKpgLYpeJDqEyb4fst3xZdOcx36YDcrTtvPZXBtgnrTH4~jJyC4MzlY8K9Vl4a-tG6rbFMsanroqY00utdMGxRxNz3PSmLqWo4zvmC0VDilBZ9M3sNEvqMhHZ8WOVARUe0KsRkzqqH0aGObKfXki0o65wwQ11YYToIyPp6QlpDfljX-YBnjf3cQAu9V6GA22uZwFpZPF3okVC16czK0sPOzNb6iyvx8vlCzG7hI7Kif8wLWmmloT26nXSCixjXMr4EkR0jn-BuRi3QPsVEdAZa1p2VmO8qdQ4XJTw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49723220"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49723220/Developing_teachers_skill_to_identify_high_ability_students"><img alt="Research paper thumbnail of Developing teachers' skill to identify high ability students" class="work-thumbnail" src="https://attachments.academia-assets.com/67986294/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49723220/Developing_teachers_skill_to_identify_high_ability_students">Developing teachers' skill to identify high ability students</a></div><div class="wp-workCard_item"><span>The faculty development program, Chandigarh, India, 5th-10th July, 2021.</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question: "how to educate teachers in order to help them be more understanding, more suitable...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question: "how to educate teachers in order to help them be more understanding, more suitable, and more motivated when teaching gifted students" has been widely discussed. The question whether it is possible at all certainly needs more research. However, we shall hereby suggest some "signs", hints, or even explicit utterances that might help teachers to notice students who need extra-supervision, enrichment activities or an accelerated track. These sayings, or doings, are usually either ignored by teachers or quite often wrongly interpreted. Had teachers known how to "read" these signs it would have helped them to know if a certain student needs extra-challenging, different, higher-level school curriculum, more creative homework or self-learning assignments.<br />1. Being bored: looking bored or complaining about being bored<br />2. Finishing all tasks before everybody else <br />3. Correcting the teacher or/and other students/"Takes over" class conversation <br />4. Not doing homework, not preparing for exams but getting high grades;<br />5. Behaving highly emotional.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="323fa5e7d364766ec062ca4356e88518" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67986294,"asset_id":49723220,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67986294/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49723220"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49723220"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49723220; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44752930"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44752930/Main_Issues_in_Counselling_Gifted_Children_and_Youths"><img alt="Research paper thumbnail of Main Issues in Counselling Gifted Children and Youths" class="work-thumbnail" src="https://attachments.academia-assets.com/65240915/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44752930/Main_Issues_in_Counselling_Gifted_Children_and_Youths">Main Issues in Counselling Gifted Children and Youths</a></div><div class="wp-workCard_item"><span>Proceedings of the 1st International Congress on Gifted Young Scientists Education (ICGYSE) </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Counselling gifted children and their families is of extreme importance for the future of science...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Counselling gifted children and their families is of extreme importance for the future of<br />science, technology, the financial situation of individuals, families, communities, countries<br />and continents, and the ability to fight against hunger, poverty, lack of good-enough water<br />and air-pollution, as well as improve the situation of those in need. It is of no less importance<br />for the well-being of the young generation of scientists, artists, politicians, and as we have<br />recently very well understood – health care professionals of all levels and in charge of all<br />tasks responsible for our future and the future of the next generations. Good, supportive<br />counselling those who help all these aims means navigating the gifted in the path that will<br />make them materialize their gifts.<br />In order to make this happen it has to be kept in mind that there is no "prescription" that<br />can be followed, neither "a set of recommendations". Each gifted child or adolescent is<br />unique; every one of them is entitled to her or his "haute couture'' dress or suit perfectly<br />suited for them. However, here are some of the main issues most frequently discussed by<br />parents, teachers, counsellors and psychologists of gifted children:<br /> The social situation of the gifted child/adolescent,<br /> Is there a "right time" for teaching a young child reading and writing? Mathematics?<br />Science?<br /> Class-skipping and the gifted child,<br /> Pros and cons of revealing the child's giftedness to the kindergarten- or schoolteacher,<br /> Dealing with the boredom of the gifted child in the school system,<br /> Is there a "most appropriate" class or school for the gifted student?<br /> Afternoon activities for the gifted child: How many are "too many"?<br /> Sibling-relationships in the gifted family,<br /> Parental authority and the gifted child,<br /> Planning the future education of the gifted adolescent.<br />These are just a few of the issues I have been asked about for over three decades – mainly<br />by parents and the team-members of the 55+ enrichment programs operating in Israel for<br />gifted children. In this presentation I am to discuss – though in a nutshell – all of them.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="87b51974ce0325bad9e6337e14fc7f49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65240915,"asset_id":44752930,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65240915/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44752930"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44752930"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44752930; 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This lectures deals with some of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Families with talented children face many school-related issues. This lectures deals with some of the emotional/social problems of talented children , as well as with parents' frequent questions about them. It also suggests some general recommendations for these parents.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="79853a88be24f6ee2cf3a32e73665d49" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51213245,"asset_id":30777331,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51213245/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30777331"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30777331"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30777331; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="31078906"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31078906/%D7%93%D7%A8_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_22_1_2017_%D7%94%D7%A8%D7%A6%D7%90%D7%94_%D7%94%D7%9E%D7%AA%D7%91%D7%92%D7%A8_%D7%94%D7%9E%D7%97%D7%95%D7%A0%D7%9F"><img alt="Research paper thumbnail of דר. חנה דויד 22.1.2017 הרצאה - המתבגר המחונן" class="work-thumbnail" src="https://attachments.academia-assets.com/51513443/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31078906/%D7%93%D7%A8_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_22_1_2017_%D7%94%D7%A8%D7%A6%D7%90%D7%94_%D7%94%D7%9E%D7%AA%D7%91%D7%92%D7%A8_%D7%94%D7%9E%D7%97%D7%95%D7%A0%D7%9F">דר. חנה דויד 22.1.2017 הרצאה - המתבגר המחונן</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"להיות מתבגר מחונן" זו כותרת שעל פניו נראה שהיא מובנת; היא נבחרה מתוך מספר אפשרויות משום שהיא קלי...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"להיות מתבגר מחונן" זו כותרת שעל פניו נראה שהיא מובנת; היא נבחרה מתוך מספר אפשרויות משום שהיא קליטה וקצרה ונראית ברורה. אולם, מתוך שלוש המלים שהיא מכילה רק "להיות" היא חד-משמעית. כאשר מדובר ב"מתבגר"  ההגדרות של המחצית השניה של המאה ה-21 שונות עד-מאוד מאלו של סוף המאה הקודמת, ואלה שונות מהגדרות שנות ה-80 וכו'. יתירה מזו: כולנו, כהורים, חווים את התבגרות ילדינו כשונה עד-מאוד מזו שלנו; הסבים שבינינו – אם ישנם – חוו את התבגרות ילדיהם כשונה משלהם. מחקר ענף על גיל ההתבגרות, שראשיתו לפני למעלה מ-100 שנה, עם צאתו לאור של ספרו המונומנטאלי של הול ((Hall, 2008 [1904], וסופו – מי ישורנו, מצביע על העובדה שכל הקשור למונח זה, החל מהתיחום הכרונולוגי – מתי מתחיל גיל זה ומתי הוא מסתיים, וכלה במשמעויות החוקיות, המשפחתיות, החברתיות והחינוכיות של "גיל ההתבגרות" בעולם בכלל ובארץ בפרט הוא נזיל, לא מוגדר היטב, תלוי במיקום הגיאוגרפי, בתרבות הספציפית של המשפחה והחברה, בדת וברמת הדתיות, כמו בגם במגדר, באג'נדה החינוכית, באימוץ תיאוריה פסיכולוגית זו או אחרת, ועוד.<br />בהרצאה זו נתייחס לכל המרכיבים הללו של "גיל ההתבגרות" בצורה גלובלית, תוך כדי השארת העמימות בכל הנוגע לגיל ה"מדויק" שבו אנו דנים, וזאת כדי ליצור את המכנה המשותף הרחב ביותר שיוכל לכלול את מרב הבעיות והקונפליקטים בהם נדון. ההרצאה היא בבחינת "תפריט טעימות", שכן, אין היא יכולה להקיף את כל הבעיות האופייניות למחונן המתבגר ולפיכך אין היא כמובן מתיימרת לתת להן מענה. עם זאת, בכוונתי לגעת במספר רב ככל האפשר של נושאים הרלבנטיים להורים של מתבגרים מחוננים, הורים שבנוסף על "תחלואי גיל ההתבגרות", עליהם מתלוננים מרבית ההורים לנערים ולנערות בגיל זה, נתקלים בבעיות מיוחדות, כאלה הנובעות ממחוננותם של ילדיהם, ואשר לא ניתן להן מענה ולו באחת ממסגרות הלימוד או החברה אשר אליהם שייכות משפחות המחוננים.<br />בנוסף לגורמים החוץ-משפחתיים המאפיינים את הנער והנערה המתבגרים קיימים גם גורמים המאפיינים חברות שונות, דתות שונות, מדינות שונות וכמובן – תרבויות שונות. המערכת הכללית זו הכוללת את המצב הכלכלי והחברתי, כמו גם הרגשי-משפחתי הספציפי למשפחה, חשובים עד מאוד בבניית העמידות של הילד, זו העוזרת ומאפשרת לו לעבור את גיל ההתבגרות בהצלחה לקראת האתגרים הנכונים לו כמבוגר. כפי שמסכמים רנטי ועמיתים (Renati et al., 2016,), ללא גישה לאווירה בריאה ילד או נער עלול לאמץ דפוסי התנהגות ואסטרטגיות שיחבלו במצב הרווחה הגופני, החברתי והרגשי שלו.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9f43e837e3d6371092280496fbe645c9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51513443,"asset_id":31078906,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51513443/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31078906"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31078906"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31078906; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="24272727"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/24272727/GEOMETRY_IN_THE_ISRAELI_KINDERGARTEN"><img alt="Research paper thumbnail of GEOMETRY IN THE ISRAELI KINDERGARTEN" class="work-thumbnail" src="https://attachments.academia-assets.com/44609911/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/24272727/GEOMETRY_IN_THE_ISRAELI_KINDERGARTEN">GEOMETRY IN THE ISRAELI KINDERGARTEN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">When 6-year-old Israeli children start school the teacher finds out quite often that their basic ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">When 6-year-old Israeli children start school the teacher finds out quite often that their basic knowledge in geometry is deficient. There are many possible reasons for this situation; one of them might be a lack of suitable materials for teaching this subject. In this work I have studied the available materials for the learning of geometry of 2-7-year-old children. My conclusion is that there is a variety of good, joyful, interesting materials, as well as boring, unattractive ones. There are books and booklets that teach precise concepts, do not generalize when not needed and develop children's curiosity by widening their horizons to recognize new shapes, objects, and the relations among them. In others many mistakes and inaccuracies can be found. Kindergarten teachers should be aware of the varied materials for the learning of geometry in the Israeli kindergarten.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d577da3aaa4666ff66038720ae17a881" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44609911,"asset_id":24272727,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44609911/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="24272727"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="24272727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24272727; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30435474"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30435474/David_H_2008_Mathematical_Giftedness_The_Mathematics_Acceleration_Program_at_the_Tel_Aviv_University_1970_1999_In_R_Leikin_ed_Proceedings_of_the_5th_International_Conference_in_Mathematics_and_Education_of_Gifted_students_pp_429_430_Haifa_Israel_February_24_28_2008"><img alt="Research paper thumbnail of David, H. (2008). Mathematical Giftedness: The Mathematics Acceleration Program at the Tel Aviv University (1970-1999). In R. Leikin (ed.), Proceedings of the 5th International Conference in Mathematics and Education of Gifted students (pp. 429-430). Haifa: Israel, February 24-28, 2008." class="work-thumbnail" src="https://attachments.academia-assets.com/50878268/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30435474/David_H_2008_Mathematical_Giftedness_The_Mathematics_Acceleration_Program_at_the_Tel_Aviv_University_1970_1999_In_R_Leikin_ed_Proceedings_of_the_5th_International_Conference_in_Mathematics_and_Education_of_Gifted_students_pp_429_430_Haifa_Israel_February_24_28_2008">David, H. (2008). Mathematical Giftedness: The Mathematics Acceleration Program at the Tel Aviv University (1970-1999). In R. Leikin (ed.), Proceedings of the 5th International Conference in Mathematics and Education of Gifted students (pp. 429-430). Haifa: Israel, February 24-28, 2008.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Acceleration Programs in Mathematics (APM) was founded in 1970 by Prof. Amnon Yakimovski from...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Acceleration Programs in Mathematics (APM) was founded in 1970 by Prof. Amnon Yakimovski from the Department of Mathematics at the Tel Aviv University (TAU). The APM of TAU was aimed to turn the ablest children in Israel in the field of mathematics into mathematicians at the earliest possible age (personal communication with Dr. Arbel, the manager of the program, 1998). This target had been achieved: over 300 young people participated in the program during 1970-1999. In the year 2000 five of them were already full professors at the School of Mathematical Sciences, Tel Aviv University. More than 50 students<br />belong to the academic staff of all Israeli universities, and some of the ivy-league US institutions.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31f7e52ee6a48f57a4f7e81ca70e1b7e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50878268,"asset_id":30435474,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50878268/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30435474"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30435474"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30435474; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30435474]").text(description); $(".js-view-count[data-work-id=30435474]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30435474; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30435474']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31f7e52ee6a48f57a4f7e81ca70e1b7e" } } $('.js-work-strip[data-work-id=30435474]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30435474,"title":"David, H. (2008). Mathematical Giftedness: The Mathematics Acceleration Program at the Tel Aviv University (1970-1999). In R. Leikin (ed.), Proceedings of the 5th International Conference in Mathematics and Education of Gifted students (pp. 429-430). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7290441"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7290441/Teaching_the_virtual_course_Developmental_psychology_for_pre_service_teachers_"><img alt="Research paper thumbnail of Teaching the virtual course “Developmental psychology for pre-service teachers”" class="work-thumbnail" src="https://attachments.academia-assets.com/44589921/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7290441/Teaching_the_virtual_course_Developmental_psychology_for_pre_service_teachers_">Teaching the virtual course “Developmental psychology for pre-service teachers”</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Should different strategies and tools provide multiple ways of experiencing learning? (Mantyla, 1...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Should different strategies and tools provide multiple ways of experiencing learning? (Mantyla, 1999.) THE NEED FOR ACTIVE LEARNING For the past decades, the majority of college faculties still teach their classes in the traditional lecture mode in which professors talk and students listen, dominate college and university classrooms.Some scholars have criticized traditional method of teaching and argued that it is boring and found that it is one of the factors responsible for absenteeism among the tertiary education students around the globe. For instance, in their cross institutional study of the factors responsible for absenteeism from lectures among the 500 Nigerian and 500 Caribbean tertiary education students, Fayombo, Babalola and Olaleye (2012) found that academic or school-related reasons such as "The poor teaching skills of lecturers leading to boring lectures" top the list while personal, home and society related reasons were also identified. Similarly, in an earlier study at the University of Canterbury, New Zealand, Hunter and Tetley (1999) interviewed 168 full-time students about not only their reasons for not attending lectures but also their reasons for attending and found that tertiary education students will not miss lectures that were interesting and those considered important to their degree, those in which there was a lot of material given out, those where they liked the subject content or in which the lecturer was good, while those that they will not attend according to Gump, (2006) and Nicholl & Timmins,(2005) also, were perceived as academy-centred such as: failure to connect the content of the lecture to assessment or the 'real world', unexciting and unchallenging lecturers. Thus, the students are likely to miss lectures because they are not actively involved in the classroom activities and the content of the lecture did not match the changing environment which are characteristics of traditional lecture method. Some investigators also reported that active learning is important because: the amount of information retained by students declines substantially after ten minutes (Thomas, 1972); in those experiments involving measures of retention of information after the end of a course, measures of problem solving, thinking, attitude change, or motivation for further learning, the results tend to show differences favouring discussion methods over lecture method (McKeachie, Pintrich, Lin, & Smith, 1987). Numerous researchers and national reports also discussed the use of active learning strategies in the classroom as indicated in the following statements:  all genuine learning is active, not passive; it is a process of discovery in which the student is the main agent, not the teacher (Adler, 1982);  students learn what they care about and remember what they understand (Ericksen, 1984);  learning is not a spectator sport, students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers, they must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (Chickering and Gamson, 1987);  The sort of teaching we propose requires that we encourage active learning and that we become knowledgeable about the ways in which our students hear, understand, interpret, and integrate ideas. (AAC Task Group on General Education, 1988, p. 25).  "One must learn by doing the thing, for though you think you know it you have not certainty until you try".(Sophocles, 5th c. B.C.) Regarding the need for active learning, some investigators also pointed out the limitations of traditional method of teacing. Turner (nd) in her presentation on "Learning in a Digital World: The</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6f10a9fd1b1b43dd073b57d53395aff" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44589921,"asset_id":7290441,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44589921/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7290441"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7290441"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7290441; 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(in press). Achievements of gifted children in the entrance examinations: Findings from the 1982, 1993 and 2003 cohorts" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/5948879/David_H_in_press_Achievements_of_gifted_children_in_the_entrance_examinations_Findings_from_the_1982_1993_and_2003_cohorts">David, H. (in press). Achievements of gifted children in the entrance examinations: Findings from the 1982, 1993 and 2003 cohorts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">General Introduction We have studied three cohorts of the students accepted to the Young Person...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">General Introduction <br />We have studied three cohorts of the students accepted to the Young Persons’ Institute for the Promotion of Creativity and Excellence, Founder Dr. Erika Landau, in October 1982, October 1993, and October 2003. Each cohort was of more than 350 students, chosen randomly from the 35-year database of the Institute. The number of 350 students for each cohort was in order to enable a “slicing” as delicate as possible of the ages of the students starting their participation at the Institute’s activities. On the other side, we did not wish to have a number that when multiplied by three would be much larger than 1,000, because processing a vast amount of data of such a large number of children might have taken quite long. We might enlarge the number of children in each cohort at an advanced stage of the research, though, but such strategy is not usually recommended in a pioneer research, when it is important to come to some conclusions, at least, as soon as possible after collecting the latest given data. <br /> <br />What does the database contain? <br />The database is compound of two parts: information of children accepted and those who were not accepted to the Institute’s afternoon enrichment classes – because of not reaching the required minimal achievements. For those being admitted we have used two sources of information: the questionnaires filled by the parents upon admission, along with the results of the admission examinations each student had been required to take. <br /> <br />The findings of this study have not been as expected.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5948879"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5948879"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5948879; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5948879]").text(description); $(".js-view-count[data-work-id=5948879]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5948879; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5948879']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=5948879]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5948879,"title":"David, H. 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</script> <div class="js-work-strip profile--work_container" data-work-id="5948830"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/5948830/The_Gifted_disabled_student_in_the_regular_and_the_special_classroom"><img alt="Research paper thumbnail of The Gifted disabled student in the regular and the special classroom" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/5948830/The_Gifted_disabled_student_in_the_regular_and_the_special_classroom">The Gifted disabled student in the regular and the special classroom</a></div><div class="wp-workCard_item"><span>http://www.end-educationconference.org/keynote.html</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"The term "special education" is used, in most cases, for the education of children with learning...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"The term "special education" is used, in most cases, for the education of children with learning disabilities, emotional problems, behavioral difficulties, severe physical limitations, or difficulties related to low cognitive abilities. "Gifted education", on the other hand, is used for educating the more able, children with high learning ability or special talents, creative children or children who had achieved highly in school-related or any other area, such as chess, music, painting, etc. <br />However, many gifted children belong to both categories. Some suffer from problems or irregularities not related to their giftedness, such as all kinds of learning disabilities, e.g. dyslexia, dyscalculia, dysgraphia or AD[H]D, or physical limitations, such as hearing loss, blindness, or paralysis. Some have to deal with issues directly or indirectly connected to their giftedness. For example: social acceptance has to with conforming to the class norms, speaking about subjects considered age-appropriate, or being careful not to use "high level" vocabulary. A gifted child might find it difficult to participate in activities he or she has no interest in, not expressing feeling or ideas because they might seem odd to the peers, or thinking before using any rare or unconventional word or expression. A gifted child who is bored most or even all the time in the class might adopt behaviors such as abstention from class activities, daydreaming or becoming the "class clown" and disturbing the teachers with a variety of voice-making, making jokes at others' expense or even at the teacher's. Such behaviors – not necessary a result of the child's giftedness but related to it lead, in many cases, to labeling the child as "badly adjusted", "socially misfit", "isolated", or the like. <br />In this keynote I intend to describe the social and the educational difficulties the gifted child has to deal with in the regular as well as in the gifted classroom and present techniques which might help overcoming them. I will present in detail four case studies, two of boys and two of girls, all gifted with either learning disabilities or emotional problems, and the successful interventions adopted until reaching reasonable results. <br />"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5948830"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5948830"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5948830; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5948830]").text(description); $(".js-view-count[data-work-id=5948830]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5948830; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5948830']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=5948830]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5948830,"title":"The Gifted disabled student in the regular and the special classroom","internal_url":"https://www.academia.edu/5948830/The_Gifted_disabled_student_in_the_regular_and_the_special_classroom","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"NXl2V1ZuTS85THlrM01yL255Rk1MOHZsYUc3SVdxdzBrRnUyWUxMcUpINmkwMzE5cTNnVVQ0MXJ0VDZwYlh4ay0tMDdsNDRLcWRLSHRUQjAwWE5KQ2MwZz09--8d6864cefcb4b7004b8673206967276afaf38ff1"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1514241" id="picturestakenduringconferences"><div class="js-work-strip profile--work_container" data-work-id="14191126"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14191126/Picture_taken_at_The_Malta_Festival_of_Mediterranean_Literature_St_James_Cavalier_Centre_for_Creativity_Valletta_Malta_8th_11th_November_2000"><img alt="Research paper thumbnail of Picture taken at The Malta Festival of Mediterranean Literature. St. James Cavalier Centre for Creativity, Valletta, Malta, 8th-11th November 2000." class="work-thumbnail" src="https://attachments.academia-assets.com/38229934/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14191126/Picture_taken_at_The_Malta_Festival_of_Mediterranean_Literature_St_James_Cavalier_Centre_for_Creativity_Valletta_Malta_8th_11th_November_2000">Picture taken at The Malta Festival of Mediterranean Literature. St. James Cavalier Centre for Creativity, Valletta, Malta, 8th-11th November 2000.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">On the left side of this picture: the late poet, Aryeh Sivan, who had published sixteen collectio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">On the left side of this picture: the late poet, Aryeh Sivan, who had published sixteen collections of poetry and a novel and was the recipient of several important awards, including the Brenner Prize (1989), the Bialik Prize (1998) and the prestigious Israel Prize for Poetry (2010). His work has been translated into seventeen languages. <br />I had the honor to be sitting next to him. <br />On the right side of the picture: the poet Pnina Amit. <br />Read my story "Grandmother's apples" read aloud on November 10, 2000 on the Maltese radio (the public service broadcaster of Malta)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1bce3c9ab005d699f6a564afd5b2503a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38229934,"asset_id":14191126,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38229934/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14191126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14191126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14191126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14191126]").text(description); $(".js-view-count[data-work-id=14191126]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14191126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14191126']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1bce3c9ab005d699f6a564afd5b2503a" } } $('.js-work-strip[data-work-id=14191126]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14191126,"title":"Picture taken at The Malta Festival of Mediterranean Literature. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7793971"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/7793971/A_PICTURE_TAKEN_DURING_THE_END_CONFERENCE_MADRID_JUNE_2014"><img alt="Research paper thumbnail of A PICTURE TAKEN DURING THE END CONFERENCE, MADRID, JUNE 2014" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/7793971/A_PICTURE_TAKEN_DURING_THE_END_CONFERENCE_MADRID_JUNE_2014">A PICTURE TAKEN DURING THE END CONFERENCE, MADRID, JUNE 2014</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7793971"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7793971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7793971; 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</script> <div class="js-work-strip profile--work_container" data-work-id="7330059"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7330059/David_H_2011_Invited_lecture_Case_Studies_of_Two_Gifted_Disabled_Israeli_Children_Conference_on_Excellence_in_Education_for_development_and_creativity_Istanbul_Turkey_7_9_July_2011"><img alt="Research paper thumbnail of David, H. (2011). Invited lecture: Case Studies of Two Gifted Disabled Israeli Children. Conference on Excellence in Education for development and creativity, Istanbul, Turkey, 7-9 July 2011." class="work-thumbnail" src="https://attachments.academia-assets.com/49712753/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7330059/David_H_2011_Invited_lecture_Case_Studies_of_Two_Gifted_Disabled_Israeli_Children_Conference_on_Excellence_in_Education_for_development_and_creativity_Istanbul_Turkey_7_9_July_2011">David, H. (2011). Invited lecture: Case Studies of Two Gifted Disabled Israeli Children. Conference on Excellence in Education for development and creativity, Istanbul, Turkey, 7-9 July 2011.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this presentation two case-studies of Israeli gifted children, their families and peers, based...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this presentation two case-studies of Israeli gifted children, their families and peers, based on my recently published book (David & Wu, 2009) 1 will be presented in detail.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="464fd49c4da23dafac4103967f6c53f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":49712753,"asset_id":7330059,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/49712753/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7330059"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7330059"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7330059; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7330059]").text(description); $(".js-view-count[data-work-id=7330059]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7330059; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7330059']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "464fd49c4da23dafac4103967f6c53f2" } } $('.js-work-strip[data-work-id=7330059]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7330059,"title":"David, H. 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She was the...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Renée Levine (née: Weiss), my late father's aunt, was just four years older than him. She was the most amusing of all my aunties. Born in Bratislava in 1919, she was the 11th and youngest of my great-grandma. She survived, unlike her married brother, his wife and two children, her sister, brother-in-law and their two children – and obviously, her parents. In 1940 she boarded on the ship to Palestine with her sister and baby niece, her brother and her sister in law. In this long interview Renée describes the 3-year "voyage" through the eyes of a 20-year old girl, the favorite daughter of her parents, the only child unmarried yet of a wealthy family. 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As she could not cook or bake, nor did she like cleaning or washing, she was the ideal Oma: she dedicated herself to the three of us (Shmuel was not born yet)especially to me. When my brother, who was just one-year-older than me started school at age five, while I had to start my fourth year of kindergarten, I just said "no". My parents were glad it didn't happen a year later. 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After a few seconds I repress/push away/kick out this though, thinking: "not today. Not yet. It is not appropriate. It is just not right". This was going on until yesterday morning. After the first alarm-less day since October 7. But they did not have my favorite color at the local supermarket, copper with a yellowish touch, as the natural color of my mother's and my sister's hair, and the subject of my constant jealousy: while they were redheads, I had to be satisfied with my dull, dark,<br />straight hair. Lucky for me: my color was available in a pharm just about 2.5 miles from my home. So after the two morning zoom meetings and the one with the brave family who made it to my Rishon Lezion home clinic – most people are still afraid of driving to the town which scores third in Israel in the number of alarms and fallings of missiles – I started my first journey in five weeks.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="39fc73c20ca8d217752f1b26b17d2805" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":107366231,"asset_id":109160063,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/107366231/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="109160063"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="109160063"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 109160063; 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As she could not cook or bake, nor did she like cleaning or washing, she was the ideal Oma: she dedicated herself to the three of us (Shmuel was not born yet)especially to me. When my brother who was just-one-year-older started school at the age of five, while I was starting a 4 th year of kindergarten, I refused to do that. 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Ima...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Als wir zusammen bei unseren Grosseltern lebten, war kaum Platz vohanden, um sich zu bewegen. Ima war natuerlich die Chefin. Oma hatte nie gelernt zu kochen, deshalb war eine ungarische Schwiegertochter die perfekte Loesung fuer das Problem der Essenszubereitung. Oder noh nicht so ganz? Ima war das 7. Kind und die 5. Tochter in ihrer Familie. Ausserdem war sie noh sehr jung, als die schlechten Tage begannen (Mein Schwager hatte Ima viele Jahre später das Kochen gelehrt, aber dass gehoert wirklich zu einer anderen Geschichte). Auf jeden Fall waren nach Imas offizieller Ernennung zur Koechin der Familie Ehrenstein alle froh: man muss schon extrem unbegabt sein, das nah nichts schmeckt, zu zubereiten, und zudem war Ima eine Ungarin. Es gab nur ein winziges Problem: der Magen meines Bruders konnte das schwer verdaulihe Essen, das wir uns nur leisten konnten, nicht vertragen.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dffea9236a9dc2ececcab30f39a9e359" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38232752,"asset_id":14197204,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38232752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14197204"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14197204"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14197204; 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The decline in mathematical attainment in Israel started back in the 80ies, but until the 1999 TIMMS results, placing Israel well under the international means, no serious consideration as to how to change the situation had been taken by the education system. In 2003 the results of the mathematics and science examinations seemed to be somewhat improved, but the 3-faced problem had nonetheless remained more or less the same. I will hereby specify why the improvement in the mean international achievements had been just a "cosmetic", facial, one both by under-covering the statistics behind the sample and showing that when many more third-world countries "join the club" the relative position of the older members looks artificially better.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b41db5b17d49199cb65b4f7f50392664" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47849806,"asset_id":27588340,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47849806/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27588340"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27588340"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27588340; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="27588287"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/27588287/%D7%A2%D7%9C_%D7%9C%D7%A7%D7%95%D7%99%D7%95%D7%AA_%D7%9C%D7%9E%D7%99%D7%93%D7%94_%D7%94%D7%A4%D7%A8%D7%A2%D7%AA_%D7%A7%D7%A9%D7%91_%D7%95%D7%A8%D7%99%D7%9B%D7%95%D7%96_%D7%95%D7%90%D7%99%D7%A0%D7%98%D7%9C%D7%99%D7%92%D7%A0%D7%A6%D7%99%D7%94"><img alt="Research paper thumbnail of על לקויות למידה, הפרעת קשב וריכוז ואינטליגנציה" class="work-thumbnail" src="https://attachments.academia-assets.com/47849773/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/27588287/%D7%A2%D7%9C_%D7%9C%D7%A7%D7%95%D7%99%D7%95%D7%AA_%D7%9C%D7%9E%D7%99%D7%93%D7%94_%D7%94%D7%A4%D7%A8%D7%A2%D7%AA_%D7%A7%D7%A9%D7%91_%D7%95%D7%A8%D7%99%D7%9B%D7%95%D7%96_%D7%95%D7%90%D7%99%D7%A0%D7%98%D7%9C%D7%99%D7%92%D7%A0%D7%A6%D7%99%D7%94">על לקויות למידה, הפרעת קשב וריכוז ואינטליגנציה</a></div><div class="wp-workCard_item"><span>https://www.hebpsy.net/articles.asp?id=2539 </span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">מכיוון שלקות למידה אינה קשורה לאינטליגנציה, היא מופיעה גם בקרב אנשים מחוננים[1]. השילוב של לקויות...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">מכיוון שלקות למידה אינה קשורה לאינטליגנציה, היא מופיעה גם בקרב אנשים מחוננים[1]. השילוב של לקויות למידה ומחוננות גם יחד אינו גבוה באוכלוסייה (משום שמראש רק 3-5% מהאוכלוסייה נחשבים למחוננים)[28]. תלמידים מחוננים לקויי למידה עשויים "ליפול בין הכיסאות" במערכת החינוך, משום ששילוב שני גורמים אלו יכול ליצור רושם של תלמיד רגיל עם אינטליגנציה ממוצעת וללא לקות למידה[28].<br /><br />דויד, חנה (2010). על לקויות למידה, הפרעת קשב וריכוז ואינטליגנציה. נדלה מאתר פסיכולוגיה עברית: <a href="http://www.hebpsy.net/articles.asp?id=2539" rel="nofollow">http://www.hebpsy.net/articles.asp?id=2539</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5cb906e7bc04c8f17423d2e207e83659" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47849773,"asset_id":27588287,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47849773/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27588287"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27588287"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27588287; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="27588170"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/27588170/Are_Christian_Arabs_the_New_Israeli_Jews_Reflections_on_the_Educational_Level_of_Arab_Christians_in_Israel_https_www_academia_edu_7603271"><img alt="Research paper thumbnail of Are Christian Arabs the New Israeli Jews? Reflections on the Educational Level of Arab Christians in Israel https://www.academia.edu/7603271" class="work-thumbnail" src="https://attachments.academia-assets.com/47849455/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/27588170/Are_Christian_Arabs_the_New_Israeli_Jews_Reflections_on_the_Educational_Level_of_Arab_Christians_in_Israel_https_www_academia_edu_7603271">Are Christian Arabs the New Israeli Jews? Reflections on the Educational Level of Arab Christians in Israel https://www.academia.edu/7603271</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">According to study Are Christian Arabs the New Israeli Jews? Reflections on the Educational Level...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">According to study Are Christian Arabs the New Israeli Jews? Reflections on the Educational Level of Arab Christians in Israel by Hanna David from the University of Tel Aviv, one of the factors is why Arab Christians are the most educated sub-population in Israel is their high level Christian educational institutions. Christian schools in Israel are among the best schools in the country, While those schools represent only 4% of the Arab schooling sector, about 34% of Arab University students come from Christian schools,[38] and about 87% of the Israeli Arabs in the High tech sector, have been educated in the Christian schools</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6bd4542993d84656342700bc7764d251" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47849455,"asset_id":27588170,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47849455/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27588170"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27588170"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27588170; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27588170]").text(description); $(".js-view-count[data-work-id=27588170]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27588170; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27588170']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6bd4542993d84656342700bc7764d251" } } $('.js-work-strip[data-work-id=27588170]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27588170,"title":"Are Christian Arabs the New Israeli Jews? 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The idea of establishing "The University of the Jewish People" T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Haim Nachman Bialik in Vienna I. The idea of establishing "The University of the Jewish People" The idea of establishing "The University of the Jewish People" has been integrated in the Zionist vision from its beginning. However, there has been one specific day, September 9, 1913, when this vision started moving from an abstract idea to a materialized dream. This happened in Vienna, during the closing lecture held by Haim Nachman Bialik, "The Hebrew National Poet", at the 11 th Zionist Congress. When Bialik came to Vienna as a representative of the congress it was, in some aspects, closing the circle that opened 35 years before, when Theodor Herzl, "The Visionary of the Jewish State" had moved to with his family. Herzl was 18-year old then, just old enough to start his academic studies at the University of Vienna, where he later received a PhD in law. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="35082683"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/35082683/%D7%97%D7%95%D7%9E%D7%A8_%D7%A8%D7%A7%D7%A2_%D7%9C%D7%A4%D7%92%D7%99%D7%A9%D7%AA_%D7%94%D7%95%D7%A2%D7%93%D7%94_%D7%9C%D7%96%D7%9B%D7%95%D7%99%D7%95%D7%AA_%D7%94%D7%99%D7%9C%D7%93_%D7%9E%D7%90%D7%AA_%D7%93%D7%A8_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93"><img alt="Research paper thumbnail of חומר רקע לפגישת הועדה לזכויות הילד -מאת דר. חנה דויד" class="work-thumbnail" src="https://attachments.academia-assets.com/54943604/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/35082683/%D7%97%D7%95%D7%9E%D7%A8_%D7%A8%D7%A7%D7%A2_%D7%9C%D7%A4%D7%92%D7%99%D7%A9%D7%AA_%D7%94%D7%95%D7%A2%D7%93%D7%94_%D7%9C%D7%96%D7%9B%D7%95%D7%99%D7%95%D7%AA_%D7%94%D7%99%D7%9C%D7%93_%D7%9E%D7%90%D7%AA_%D7%93%D7%A8_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93">חומר רקע לפגישת הועדה לזכויות הילד -מאת דר. חנה דויד</a></div><div class="wp-workCard_item"><span>חומר רקע לפגישת הועדה לזכויות הילד -מאת דר. חנה דויד http://main.knesset.gov.il/Activity/committees/Children/News/Pages/mada71117.aspx</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Israeli Parliament's Committee for children's rights met on 7/11/2017. The subject of the mee...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Israeli Parliament's Committee for children's rights met on 7/11/2017. The subject of the meeting was "Characteristics of the test for diagnosing gifted children and the  commercial bodies who prepare children for these tests". <br />הוועדה לזכויות הילד קיימה היום (ג' 7/11/2017) דיון בנושא 'מאפייני המבחנים לאיתור תלמידים מחוננים והתעשייה שנוצרה סביב ההכנה לקראתם'. <br /> <br />את ההודעה לעיתונות ניתן לקרוא בקישור <br /><a href="http://main.knesset.gov.il/Activity/committees/Children/News/Pages/mada71117.aspx" rel="nofollow">http://main.knesset.gov.il/Activity/committees/Children/News/Pages/mada71117.aspx</a> <br />להלן המכתב של יו"ר הועדה, ח"כ ששא-ביון, לשר החינוך, מהתאריך 9.7.2017: <br />לכבוד <br />ח"כ נפתלי בנט <br />שר החינוך <br /> <br /> <br />מכובדי, <br /> <br />  הנדון:  מאפייני המבחנים לאיתור תלמידים מחוננים והתעשייה שנוצרה סביב ההכנה לקראתם <br /> <br />הוועדה המיוחדת לזכויות הילד בראשותי,  קיימה ביום י"ח בחשוון התשע"ח (7 בנובמבר 2017),  ישיבה בנושא: "מאפייני המבחנים לאיתור תלמידים מחוננים והתעשייה שנוצרה סביב ההכנה לקראתם". בדיון השתתפו נציגי:  משרד החינוך,  מכון  סאלד,  מנהלי מרכזי מחוננים, פורום ועדי ההורים הישוביים ואקדמיה. <br /> <br />ההגדרה הכמותית למחוננות הינה יכולת אינטלקטואלית כוללת גבוהה מהממוצע, הניתנת למדידה במבחני אינטליגנציה.  על פי גישה זו נהוג להגדיר 2% מהתלמידים בעלי ההישגים הגבוהים ביותר במבחנים האמורים. קיימת  מחוננות גם בתחומי היצירתיות, המוסיקה והספורט, אך לאלה לא ניתן ביטוי במבחנים לאיתור מחוננים.  <br /> <br />בישראל  כ-15 אלף תלמידים הלומדים במסגרות ייחודיות למחוננים, מכיתה ג' עד י"ב. 75% מהתלמידים  יוצאים יום  בשבוע ללימודי העשרה במרכזי מחוננים ישוביים,  25% מהמחוננים לומדים בכיתות למחוננים בבתי ספר רגילים. חשוב לציין שאין מסגרות למחוננים במגזר החרדי. <br /> <br />מבחני איתור מחוננים נעשים בשני שלבים: שלב א',  שלב הסינון,  הנעשה בתוך בתי הספר.  בשלב זה  מאותרים 15% מהתלמידים בעלי ההישגים הקוגניטיביים הגבוהים ביותר; שלב ב',  שלב האיתור,  בו מוזמנים התלמידים שנבחרו בשלב א' למבחנים שנערכים על ידי זכייני משרד החינוך: מכון סאלד (למגזר היהודי) ומכון קרני (למגזר הערבי). בשלב זה מאותרים 2% הגבוהים ביותר כמחוננים ו-5% נוספים כמצטיינים. <br /> <br />בעבר, היתה שיטת האיתור אזורית, אך החל משנת 2014 מאותרים התלמידים שקיבלו את הציונים הגבוהים ביותר במבחני האיתור, מרשימה ארצית אחת.  נקבעו ספי קבלה ארציים אחידים לכל הנבחנים, אך דיפרנציאליים – הן בהתאם למין הנבחן, כדי ליצור קבוצות שיוויוניות של בנים ובנות והן בהתאם למדד הטיפוח הבית ספרי – כדי לתת שיוויון הזדמנויות לילדים מרקע חברתי-כלכלי שונה. <br /> <br />לאחרונה, התפתחה תעשייה של הכנה למבחנים – באמצעות קורסים במכונים פרטיים, ספרים ולומדות מחשב, שעלותם מאות שקלים, כאשר ההורים הם הדוחפים את הילדים לעבור את הקורסים, ולא נותנים דעתם להשפעת המהלך על הילד.  ל"תעשיית" ההכנה למבחן כמה השלכות: <br />תלמיד שלהוריו יכולת כלכלית ועבר הכנה,  עשוי להצליח במבחן בשעה שתלמיד אחר,  עם אותה יכולת קוגניטיבית לא יצליח במבחן – מה שמעלה את השאלה האם המבחנים אכן בוחנים מחוננות ?!  <br />תלמיד שבזכות ההכנה למבחן יצליח לעבור את השלב השני,  לא יחזיק מעמד בתכנית המחוננים לאורך זמן, ועלול לחוות  תחושת כשלון.  כך, רב  הנזק הנפשי שנעשה לילד מהתועלת שבסיווגו כמחונן. <br /> <br />קיימים מקרים רבים בהם קיים פער בין היכולת הקוגניטיבית הגבוהה של הילד לבין יכולתו הרגשית.  הורים שהשתתפו בדיון  טענו  שבמרכזי המחוננים  לא ניתן מענה רגשי לילדים. מנגד, טענו מנהלי מרכזי מחוננים  כי ההורים הם שדורשים  השקעה בתכנים לימודיים,  אך למרות דרישתם, בכל מרכז מועסקת  יועצת ומושם דגש חזק על הצרכים הרגשיים של התלמידים, המתבטא, בין השאר,  בשיעורי  ציור דרמה וכיוצ"ב. <br /> <br />מנהלת מכון הכנה למבחנים ספרה שלא ניתן ב-3 מפגשים "להפוך ילדים למחוננים". לאור דבריה,  נשאלה השאלה "למה בעצם נועדו קורסי ההכנה ?"  <br /> <br />טענה נוספת שנשמעה היא שילדים מחוננים הם ילדים עם צרכים מיוחדים, אך למרות זאת, היועצות והמורים אינם מקבלים הכשרה בנושא. <br /> <br /> <br />להלן סיכום הדיון והחלטות הוועדה: <br /> <br />1. הוועדה מבקשת ממשרד החינוך לבחון האם המבחנים שתוארו הם המבחנים המתאימים לאיתור מחוננים, על פי ההגדרה הנוכחית של משרד החינוך. <br />2. הוועדה מבקשת שילדים מחוננים יקבלו מענה רגשי בתוך מרכזי המחוננים ולא רק מענה קוגניטיבי. <br />3. הוועדה מבקשת לפעול להסברה מול ההורים בנושא, בשים דגש על ההשלכות השליליות של הפעלת לחץ על הילד לקראת המבחן. <br />4. המגזר החרדי – הוועדה קובעת כי יש להקים מסגרות לתלמידים מחוננים מהמגזר החרדי. <br />5. הוועדה תתכנס בחודש מאי 2018 למעקב אחר הנושא. <br /> <br /> <br />אבקש התייחסותך, בהקדם.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a7e20b3431ff0b3dc3f8a52932fa30d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":54943604,"asset_id":35082683,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/54943604/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="35082683"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="35082683"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35082683; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8486205" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="116975661"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116975661/Hyperlexia_and_hypercalculia_ABSTRACT"><img alt="Research paper thumbnail of Hyperlexia and hypercalculia ABSTRACT" class="work-thumbnail" src="https://attachments.academia-assets.com/112956867/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116975661/Hyperlexia_and_hypercalculia_ABSTRACT">Hyperlexia and hypercalculia ABSTRACT</a></div><div class="wp-workCard_item"><span>Hyperlexia and hypercalculia among the gifted.</span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Hyperlexia and hypercalculia. Reading or calculating ability might appear among children as young...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Hyperlexia and hypercalculia. Reading or calculating ability might appear among children as young as 2-year old. According to most definitions, a child who reads fluently or calculate years before her or his peers, is usually noticed by their parents, kindergarten teacher, or both. However, in most cases such a child lacks social abilities typical to their age, and demonstrates a very rigid behavior. The vast majority of hyperlexic and hypercalculic children ae identified as autistic, and unfortunately about two third of them do not develop satisfying social ability enabling them to integrated among regular-education peers. In this presentation I am to show how heling a hypercalculic or hyperlexic young child "get rid of their autism" using the already-known knowledge of brain diversity to improve the less developed parts needed in order to satisfy social goals.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a7a9564dfd413c1fe97b337df6a70dd5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112956867,"asset_id":116975661,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112956867/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116975661"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="116975661"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 116975661; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="116975346"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/116975346/Non_cis_gender_gifted_children_and_adolescents"><img alt="Research paper thumbnail of Non cis-gender gifted children and adolescents" class="work-thumbnail" src="https://attachments.academia-assets.com/112956594/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/116975346/Non_cis_gender_gifted_children_and_adolescents">Non cis-gender gifted children and adolescents</a></div><div class="wp-workCard_item"><span> The non-cis gender gifted child and adolescent. </span><span>, 2024</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The presentation will discuss twice-exceptionality of the homosexual/lesbianbisexual/queer gifted...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The presentation will discuss twice-exceptionality of the homosexual/lesbianbisexual/queer gifted child and adolescent from neuropsychological point of view. Non-cisgender gifted have come into the center of giftedness research only around the last decade of the twentieth century, a long time after other sub-subjects of giftedness, such as gender, twice-exceptionality, emotional- and psychiatric problems of the gifted have been already a main part of both theory and practice in the field of giftedness. Thus, the intersection of gay studies and giftedness is still in its infancy, and its study from the neuroscientific point of view is even more limited. Some case studies and vignettes are to be presented, along with educational ways to support the non-cis gender gifted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2b92137a85fd5a8c8f949b77dc625e6b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":112956594,"asset_id":116975346,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/112956594/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="116975346"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115478637/%D7%9B%D7%A0%D7%A1_%D7%A0%D7%AA%D7%9F_%D7%90%D7%9C%D7%AA%D7%A8%D7%9E%D7%9F_%D7%94%D7%A8%D7%A6%D7%90%D7%94_%D7%A2%D7%9C_%D7%AA%D7%A8%D7%92%D7%95%D7%9E%D7%99%D7%9D_%D7%9C%D7%A2%D7%91%D7%A8%D7%99%D7%AA_%D7%9C%D7%99%D7%99%D7%93%D7%99%D7%A9_%D7%A9%D7%9C_%D7%9C%D7%95%D7%A8%D7%9C%D7%99%D7%99_LORELEI_Heinrich_Heine">כנס נתן אלתרמן - הרצאה על תרגומים לעברית ליידיש של לורליי LORELEI / Heinrich Heine</a></div><div class="wp-workCard_item"><span>The Nathan Alterman Conference, Tel Aviv University, December 28-29, 2000.</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> Die Lorelei"" להיינריך היינה, "לורלי" ו"שחרורה של לורלי" לנתן אלתרמן: חמישה מקור ואחד תרגום בהר...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Die Lorelei"" להיינריך היינה, "לורלי" ו"שחרורה של לורלי" לנתן אלתרמן:<br />חמישה מקור ואחד תרגום<br /><br />בהרצאה זו אדון בשני השירים בעלי הכותרת: "לורלי" שכתב נתן אלתרמן ביולי 1942 ובספטמבר 1944; בשיר “Die Lorelei" מתוך המחזור "השיבה הביתה" שכתב היינריך היינה 110 שנים קודם לכן, השיר שעל פי תוכנו ומקצבו כתב אלתרמן את "לורלי" הראשון שלו, ואף שילב בו שתי שורות כלשונן במקור בנוסף למלים, ביטויים, ואף משפטים שלמים בלשון הגרמנית; וב"לורלי" וב"שחרורה של לורלי", שהן שתי גירסאות שונות מהותית אלו שבפירסום הראשון, שעברו עריכה בידי אלתרמן לפני אישורו לפרסמן בכרך ג' של הטור השביעי. מבין התרגומים הקיימים ליצירות אלו של אלתרמן אדון, מפאת קוצר היריעה, רק בתרגום לגרמנית של הגירסה המאוחרת ל"לורלי". <br /><br />בחלק הראשון אערוך השוואה  מפורטת בין  “Die Lorelei"של היינה לבין ה"לורלי" של אלתרמן בשני נוסחיה. לאחר מכן תבוא ההשוואה בין שני הנוסחים של כל אחד משירי "לורליי" ו"שחרורה של לורליי" של אלתרמן. בחלק השני תובא השוואה בין ה"לורליי" של אלתרמן במקורו העברי לבין תרגומו של שיר זה לגרמנית. בחלק האחרון אתמקד בהיבט סגנוני אחד – האירוניה על כל רבדיה כפי שבאה לידי ביטוי בארבעת נוסחי "לורליי" ו"שחרורה של לורליי", ובהיבט תמטי אחד – שירה כנבואה, שבא לידי ביטוי הן בשירו של היינה והן בנוסח הראשון של אלתרמן לשיר.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8255387ac935845566f3c4a6a75d9f08" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111874869,"asset_id":115478637,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111874869/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105779655"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/105779655/International_Conference_on_Literary_and_Linguistic_Computing_Isrsel"><img alt="Research paper thumbnail of International Conference on Literary and Linguistic Computing, Isrsel" class="work-thumbnail" src="https://attachments.academia-assets.com/105153088/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/105779655/International_Conference_on_Literary_and_Linguistic_Computing_Isrsel">International Conference on Literary and Linguistic Computing, Isrsel</a></div><div class="wp-workCard_item"><span>ABSTACT BOOK Proceedings of the International Conference on Literary and Linguistic Computing, Israel, April 22-27</span><span>, 1979</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">International Conference on Literary and Linguistic Computing was held in Israel during April 23-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">International Conference on Literary and Linguistic Computing was held in Israel during April 23-26, 1979, and was sponsored by the association for Literary and Linguistic Computing  The Information Association of Israel, The Hebrew University, Tel-Aviv Un Bar-Ilan University. It consisted of presentation of papers, and demonstrations. Visits were paid to the Computer Center of the Hebrew Language Academy and to Bar-Ilan University, where the computerized Historical Dictionary of Hebrew and the formation Retrieval Project, respectively, was shown and Topics for panel discussions were selected by an International of scholars and the working languages were English and French. The Conference took place at a rural Kibbutz in an area of historical and scenic beauty.<br />From: The Newsletter of the World Union of Jewish Studies, 1979, p. 19*<br />ידיעון האיגוד העולמי למדעי היהדות, 14.15, סיון תשל"ט, עמ' 19*.<br /><br />I have scanned the abstract book ut it is too heavy to be uploaded. anybody interested can get it directly form me: <a href="mailto:hannadav@tauex.tau.ac.il" rel="nofollow">hannadav@tauex.tau.ac.il</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a640e09f016d6a8a6162c086f0c14e95" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":105153088,"asset_id":105779655,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/105153088/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="105779655"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105779655"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105779655; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37082939"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37082939/Shared_parenting_in_the_modern_family_from_a_feminist_point_of_view"><img alt="Research paper thumbnail of Shared parenting in the modern family from a feminist point of view" class="work-thumbnail" src="https://attachments.academia-assets.com/57035052/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37082939/Shared_parenting_in_the_modern_family_from_a_feminist_point_of_view">Shared parenting in the modern family from a feminist point of view</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the last decade my country, Israel, has gone through enormous changes regarding child custody ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the last decade my country, Israel, has gone through enormous changes regarding child custody in divorce cases, and these changes have influenced almost all areas, domains and disciplines. The main change has started by challenging the concept of “father’s visit” and transferring it to “father’s responsibilities”, namely, the father is no longer a “visitor” but rather a partner with certain responsibilities and duties even in cases of mother’s custody. The next step was the ongoing tendency towards equally shared time of both parents with the child or children.  Soon afterwards women started contributing to their children’s financial expenses, while taking into consideration both parents’ earnings and other assets. This so-called “revolution” is still in its first stages. For example: while in many European countries joint custody is THE default in divorce cases (or cases when the parents have never been married), in Israel the Parliament is (finally) to vote for “automatic” mother-custody only for babies under one year old, which is a substantial change from the present situation, where mothers were almost always the custodians of children under 6. <br />The influences of these change have but little been studied, and I wish to present my findings, regarding professional advancement, life style, male involvement in the girl’s and the boy’s life, etc., based both on public materials (papers, published documents by the government, TV programs), and a dozen interviews I have conducted.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b1684d1392f2a5fa81ed87a8395a601" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57035052,"asset_id":37082939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57035052/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37082939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37082939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37082939; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10747227" id="teachingtechniquesandactivitiesforgifted"><div class="js-work-strip profile--work_container" data-work-id="43551803"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43551803/Teaching_Mathematically_Gifted_Students_in_Israel_The_State_of_the_Art"><img alt="Research paper thumbnail of Teaching Mathematically Gifted Students in Israel: The State of the Art" class="work-thumbnail" src="https://attachments.academia-assets.com/63861441/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43551803/Teaching_Mathematically_Gifted_Students_in_Israel_The_State_of_the_Art">Teaching Mathematically Gifted Students in Israel: The State of the Art</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://esenyurt.academia.edu/JEGYSJournal">JEGYS Journal</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://telaviv.academia.edu/HannaDavid">Hanna David</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This chapter summarizing the situation of teaching mathematics to the gifted elementary-and high ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This chapter summarizing the situation of teaching mathematics to the gifted elementary-and high school student in Israel. It surveys the various frames of learning: formal learning in the regular and in the gifted class, and the learning of math in the enrichment programs for the gifted-both in the Hebrew an in the Arab sectors. The second part of this chapter summarizes all the existing non-formal programs-acceleration as well as enrichment-for the mathematically gifted child and adolescent. It includes descriptions of these programs, their target audience, the subject learnt in them and the level of studying, the prerequisites-if any, and the contribution to the students in terms of contents as well as certificates or diplomas. The third part of the chapter deals with the contradiction between the well-developed are of learning high level mathematics for gifted students on one side and the comparatively low achievements of Israeli best students in the International examinations-TIMSS and PISA-on the other.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bf78b0b414e8cf391e0dea11e0e58f24" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63861441,"asset_id":43551803,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63861441/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43551803"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43551803"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43551803; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43551803]").text(description); $(".js-view-count[data-work-id=43551803]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43551803; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43551803']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="12607663" id="drafts"><div class="js-work-strip profile--work_container" data-work-id="98355083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98355083/Developing_teachers_skill_to_identify_high_ability_students"><img alt="Research paper thumbnail of Developing teachers' skill to identify high ability students" class="work-thumbnail" src="https://attachments.academia-assets.com/99729054/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98355083/Developing_teachers_skill_to_identify_high_ability_students">Developing teachers' skill to identify high ability students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The question: "how to educate teachers in order to help them be more understanding, more suitable...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The question: "how to educate teachers in order to help them be more understanding, more suitable, and more motivated when teaching gifted students" has been widely discussed. The question whether it is possible at all certainly needs more research. However, we shall hereby suggest some "signs", hints, or even explicit utterances that might help teachers to notice students who need extra-supervision, enrichment activities or an accelerated track. These sayings, or doings, are usually either ignored by teachers or quite often wrongly interpreted. Had teacher known how to "read" these signs it would have helped them to know if a certain student needs extra-challenging, different, higher-level school curriculum, more creative homework or self-learning assignments.<br />Here are 5 points to be considered by every techer who wishes to know if their student is giftd:<br />1. Boredom: looking bored or complaining about being bored<br />2. Finishing all tasks before everybody else <br />3. Correcting the teacher or/and other students/"Takes over" class conversation <br />4. Does not do homework or prepares for exams but gets high grades;<br />5. Shows emotional high level</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="23c86e11f3d7d4afbd406c93f6a5e6cc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":99729054,"asset_id":98355083,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/99729054/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98355083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98355083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98355083; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="59190126"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/59190126/Should_we_continue_to_use_the_term_gifted_A_history_of_a_review_process"><img alt="Research paper thumbnail of Should we continue to use the term gifted ?A history of a review process" class="work-thumbnail" src="https://attachments.academia-assets.com/100603898/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/59190126/Should_we_continue_to_use_the_term_gifted_A_history_of_a_review_process">Should we continue to use the term gifted ?A history of a review process</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The short answer to the question of whether we should continue to use the term "giftedness" is, i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The short answer to the question of whether we should continue to use the term "giftedness" is, in my opinion, "yes." The following are some of the main educational, psychological, social, political, and practical reasons for this firm opinion.<br />The main reasons for continuing the use of the term "gifted are: There is no need to "fix" what is not broken; "Gifted" is well understood non-offensive term; The gifted label helps the double-exceptional and the disadvantaged; "Giftedness" or its translation is successfully used in many language-families; Changing a term is often perceived as a substitute to a needed substantial change; Are there any advantages of replacing "gifted/ness"? Are we ready for the perception changes resulting of the "gifted" term? There is no proof of potential harm at the school level and peer relations. This article offers new directions aiming to increase equity in gifted education without replacing the term "gifted/ness".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1226a630d9b43560e37051e2f055f718" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100603898,"asset_id":59190126,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100603898/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="59190126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="59190126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 59190126; 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Indeed? לכן המשכיל בעת ההיא יידום. האמנם?" class="work-thumbnail" src="https://attachments.academia-assets.com/111809198/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115387354/%D7%9C%D7%9B%D7%9F_%D7%94%D7%9E%D7%A9%D7%9B%D7%99%D7%9C_%D7%91%D7%A2%D7%AA_%D7%94%D7%94%D7%99%D7%90_%D7%99%D7%99%D7%93%D7%95%D7%9D_https_www_hebpsy_net_blog_Post_asp_id_6262_Therefore_the_prudent_keep_quiet_in_such_times_for_the_times_are_evil_Indeed_%D7%9C%D7%9B%D7%9F_%D7%94%D7%9E%D7%A9%D7%9B%D7%99%D7%9C_%D7%91%D7%A2%D7%AA_%D7%94%D7%94%D7%99%D7%90_%D7%99%D7%99%D7%93%D7%95%D7%9D_%D7%94%D7%90%D7%9E%D7%A0%D7%9D">לכן המשכיל בעת ההיא יידום https://www.hebpsy.net/blog_Post.asp?id=6262 Therefore, the prudent keep quiet in such times, for the times are evil. Indeed? לכן המשכיל בעת ההיא יידום. האמנם?</a></div><div class="wp-workCard_item"><span>HEBREW PSYCHOLOGY</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">בפוסט זה יש תיאור של אי-צדק – אמנם לא חשוב ומינורי – שהשאלה האם יש לשתוק בגינו "בשל המצב" היא אך ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">בפוסט זה יש תיאור של אי-צדק – אמנם לא חשוב ומינורי – שהשאלה האם יש לשתוק בגינו "בשל המצב" היא אך משל לשאלות רבות אחרות שאנחנו דוחים "לאחר המלחמה", "כשיחזרו החטופים". כשנמוטט את שלטון החמס" וכו'.<br />The book of Amos, chapter 5, 13:<br />Therefore, the prudent keep quiet in such times, for the times are evil. Indeed?<br />The Book of Amos is the third of the Twelve Minor Prophets in the Old Testament (Tanakh). Should the wise person keep quite during bad times?<br />A short incident related to these days of war is described in this post.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a736ffc4778eec3b56be1c84d7dc5d9b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111809198,"asset_id":115387354,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111809198/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115387354"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115387354"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115387354; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115387354]").text(description); $(".js-view-count[data-work-id=115387354]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115387354; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115387354']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a736ffc4778eec3b56be1c84d7dc5d9b" } } $('.js-work-strip[data-work-id=115387354]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115387354,"title":"לכן המשכיל בעת ההיא יידום https://www.hebpsy.net/blog_Post.asp?id=6262 Therefore, the prudent keep quiet in such times, for the times are evil. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115149849"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115149849/%D7%93%D7%AA_%D7%95%D7%90%D7%9E%D7%95%D7%A0%D7%94_RELIGION_AND_BELIEF_Thoughts_of_a_17_year_old"><img alt="Research paper thumbnail of דת ואמונה RELIGION AND BELIEF: Thoughts of a 17-year old" class="work-thumbnail" src="https://attachments.academia-assets.com/111649698/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115149849/%D7%93%D7%AA_%D7%95%D7%90%D7%9E%D7%95%D7%A0%D7%94_RELIGION_AND_BELIEF_Thoughts_of_a_17_year_old">דת ואמונה RELIGION AND BELIEF: Thoughts of a 17-year old</a></div><div class="wp-workCard_item"><span>MAARIV LANOAR</span><span>, 1970</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The difference between religion and belief is described here, through the eyes of a 17-year old g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The difference between religion and belief is described here, through the eyes of a 17-year old girl from an Ultra-Orthodox family.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4994c7a67af2ec09cbab137bc6c361eb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111649698,"asset_id":115149849,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111649698/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115149849"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115149849"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115149849; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115146720"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115146720/%D7%AA%D7%95%D7%9B%D7%9F_%D7%A2%D7%93%D7%99%D7%A3_%D7%A2%D7%9C_%D7%A6%D7%95%D7%A8%D7%94_9_%D7%91%D7%93%D7%A6%D7%9E%D7%91%D7%A8_1969_%D7%97%D7%A0%D7%94_%D7%90%D7%94%D7%A8%D7%A0%D7%A9%D7%98%D7%99%D7%99%D7%9F"><img alt="Research paper thumbnail of תוכן עדיף על צורה 9 בדצמבר 1969 חנה אהרנשטיין" class="work-thumbnail" src="https://attachments.academia-assets.com/111640283/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115146720/%D7%AA%D7%95%D7%9B%D7%9F_%D7%A2%D7%93%D7%99%D7%A3_%D7%A2%D7%9C_%D7%A6%D7%95%D7%A8%D7%94_9_%D7%91%D7%93%D7%A6%D7%9E%D7%91%D7%A8_1969_%D7%97%D7%A0%D7%94_%D7%90%D7%94%D7%A8%D7%A0%D7%A9%D7%98%D7%99%D7%99%D7%9F">תוכן עדיף על צורה 9 בדצמבר 1969 חנה אהרנשטיין</a></div><div class="wp-workCard_item"><span>MAARIV LANOAR מעריב לנוער</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This opinion, written at age 17, is about the reform of the Israeli eduction system. Here is a de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This opinion, written at age 17, is about the reform of the Israeli eduction system. Here is a decription of the reform: (from  <a href="https://embassies.gov.il/MFA/AboutIsrael/Israelat50/Pages/Fifty%20Years%20of%20Education%20in%20the%20State%20of%20Israel.aspx" rel="nofollow">https://embassies.gov.il/MFA/AboutIsrael/Israelat50/Pages/Fifty%20Years%20of%20Education%20in%20the%20State%20of%20Israel.aspx</a>)<br /><br />In 1963 it was decided to conduct a radical review of the entire educational system. A committee of experts headed by Joshua Prawer, a noted professor of general history, recommended a radical reform of the entire structure of education: making preschool enrollment universal for disadvantaged children; shortening elementary school to six grades (grades 1-6); admitting all pupils - without tests - into integrated junior high schools (grades 7-9); raising the age of free compulsory education to fifteen (later raised to sixteen and in 1979 to eighteen); establishing comprehensive schools with two-year and three-year curricula, providing a choice of tracks towards a vocational diploma or a matriculation certificate; instituting social integration and bringing together students with different skills under a single roof; establishing a new curriculum division in the Ministry of Education and Culture.<br /><br />The Knesset and government approved the program by a majority vote and allocated substantial resources to it. In the summer of 1968 implementation of the reform began.<br /><br />The author states that contents is more important than structure; the reform, in spite of excellent intentions, has not been a "success story"....</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e0bc1d2906e84f0dcc2f774a9f3f4c2f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111640283,"asset_id":115146720,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111640283/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115146720"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115146720"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115146720; 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This opinion -...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The legal age of participating in both general and local elctions in Israel is 18. This opinion - written at age 17 - justifies this age and claims against changing it.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9da00f30df3d5e6a4f94a700acebb17e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111639458,"asset_id":115145585,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111639458/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115145585"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item 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הדיונים בפייסבוק על צמצום בית הספר מאת חנה דויד" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115145199/An_educational_suggestion_Financial_incentive_for_homeschooling_parents_%D7%A2%D7%9C_%D7%A6%D7%9E%D7%A6%D7%95%D7%9D_%D7%91%D7%99%D7%AA_%D7%94%D7%A1%D7%A4%D7%A8_%D7%9E%D7%AA%D7%9F_%D7%AA%D7%9E%D7%A8%D7%99%D7%A5_%D7%9B%D7%A1%D7%A4%D7%99_%D7%9C%D7%94%D7%95%D7%A8%D7%99%D7%9D_%D7%A9%D7%99%D7%A2%D7%91%D7%99%D7%A8%D7%95_%D7%90%D7%AA_%D7%99%D7%9C%D7%93%D7%99%D7%94%D7%9D_%D7%9C%D7%97%D7%99%D7%A0%D7%95%D7%9A_%D7%91%D7%99%D7%AA%D7%99_%D7%95%D7%92%D7%9D_%D7%95%D7%99%D7%9B%D7%95%D7%97_%D7%91%D7%A7%D7%91%D7%95%D7%A6%D7%AA_%D7%94%D7%93%D7%99%D7%95%D7%A0%D7%99%D7%9D_%D7%91%D7%A4%D7%99%D7%99%D7%A1%D7%91%D7%95%D7%A7_%D7%A2%D7%9C_%D7%A6%D7%9E%D7%A6%D7%95%D7%9D_%D7%91%D7%99%D7%AA_%D7%94%D7%A1%D7%A4%D7%A8_%D7%9E%D7%90%D7%AA_%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93">An educational suggestion: Financial incentive for homeschooling parents. על צמצום בית הספר - מתן תמריץ כספי להורים שיעבירו את ילדיהם לחינוך ביתי וגם ויכוח בקבוצת הדיונים בפייסבוק על צמצום בית הספר מאת חנה דויד</a></div><div class="wp-workCard_item"><span>Hebrew Psychology פסיכולוגיה עברית</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated"> https://www.hebpsy.net/blog_Post.asp?id=5129 אזלת ידו של משרד החינוך בכל הקשור לתפקיד שעליו לבצ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.hebpsy.net/blog_Post.asp?id=5129" rel="nofollow">https://www.hebpsy.net/blog_Post.asp?id=5129</a><br />אזלת ידו של משרד החינוך בכל הקשור לתפקיד שעליו לבצע – לדאוג ללימודים של ילדי ישראל – נחשפה לאחרונה לעין כל, כאשר יש הסכמה גורפת ששיבה ללימודים, במתכונת כלשהי, היא הכרחית, והרשויות המקומיות מעוניינות להירתם למשימה, אבל משרד החינוך מונע זאת מהן. מצד שני, המעבר לחינוך פרטי בישראל מחלחל מזה עשרות שנים בקרב שכבות אוכלוסיה רחבות יותר ויותר, ולאחרונה רבו ההתארגנויות של לימודים פרטיים גם בקרב שכבות רבות שקודם לקורונה הסתפקו בתשלום עבור ה"אקסטרות" – חוגים, העשרות ושיעורי עזר. עתה עברו רבים ללימודים של ממש בעזרת מורים פרטיים, במתכונות שונות: אחד-על אחד, מורה שמגיע לבית המשפחה ומלמד את כל הילדים או מספר משפחות שמתאגדות ומעסיקות מורה ביחד.<br />הנה הצעתי לצמצום בית הספר – תהליך שיעזור לנרמל את המצב ה"לא נורמלי" הנוכחי, ידלל את מספר הילדים בקבוצה/כיתה/קפסולה, יתגמל את ההורים המלמדים את ילדיהם או משלמים למי שעושה זאת, וגם את הילדים שיישארו במערכת ויזכו למורים הטובים לאחר שכל בית ספר יוכל להשאיר במסגרתו רק את עובדי ההוראה הטובים ביותר.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1cefffaf759d94fcfcbc30d079cb6daa" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" 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/></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115144951/%D7%94%D7%AA%D7%90%D7%9E%D7%94_%D7%9C%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%A9%D7%9C_%D7%A2%D7%A9%D7%A8%D7%AA_%D7%A2%D7%A7%D7%A8%D7%95%D7%A0%D7%95%D7%AA_%D7%94%D7%9C%D7%99%D7%91%D7%94_%D7%A9%D7%9C_%D7%A9%D7%99%D7%98%D7%AA_%D7%9E%D7%95%D7%A0%D7%98%D7%A1%D7%95%D7%A8%D7%99_Is_the_Montessori_method_of_education_suitable_for_gifted_children">התאמה למחוננים של עשרת עקרונות הליבה של שיטת מונטסורי Is the Montessori method of education suitable for gifted children?</a></div><div class="wp-workCard_item"><span>HEBREW PSYCHOLOGY </span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">https://www.hebpsy.net/blog_Post.asp?id=6085 מדי מספר חודשים מגיע אלי זוג הורים שהדילמה העומדת...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.hebpsy.net/blog_Post.asp?id=6085" rel="nofollow">https://www.hebpsy.net/blog_Post.asp?id=6085</a> <br /> <br />מדי מספר חודשים מגיע אלי זוג הורים שהדילמה העומדת בפניהם היא, בקצרה, "מונטסורי – כן או לא" או, ביתר אריכות: "האם לרשום את הילד או הילדה לגן או לכיתת מונטסורי", או "האם להוציא את הילד מהגן בשיטת מנטסורי או מכיתתו בבית הספר בשיטת מונטסורי, ואם כן – לאן להעביר אותה או אותו". ההורים מתלבטים, בין אם טרם רשמו את בנם או בתם לגן אבל הם כבר למודי נסיון – בדרך כלל שלילי – אותו צברו משהותם של ילדים הגדולים, ובין אם הם סקפטיים בשל נסיונם-שלהם בגני ילדים "מסורתיים". הם מקווים, שיוכלו למנוע מהילד או מהילדה חוויות שלפי תפיסתם השפעתן שלילית, כמו נוקשות, חוסר יצירתיות או שעמום שמיוחסים, כדבר שבשגרה, לגן ה"רגיל". כאשר מדובר בבחירה של בית ספר, רבים ההורים שעבורם חוויית הביקור בבית הספר ה"מסורתי" ממש שלילית, והם נחושים למנוע חוויה זו מילדם המחונן. בעיקר קוסם להורים העקרון המונטסורי של כיתה מעורבת בגילאים [ההדגשה במקור – ח.ד.], ולא אחת הם פוסחים על ההמשך: "הילדים מקובצים לפי שלב התפתחותי ומשתדרגים כל שלוש שנים (2023)". הורים למחוננים שציפיותיהם מבית הספר לא עמדו במבחן המציאות מגיעים אלי כי הם רוצים את עצתי בסוגיה של: "לאן להעביר את הילד או הילדה אחרי שנוציא אותם מבית הספר בשיטת מונטסורי".</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="126a3d776bbb0bdaaa47a402427e5b02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111650446,"asset_id":115144951,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111650446/download_file?s=profile"><span><i class="fa 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class="wp-workCard_item"><span>HEBREW PSYCHOLOGY פסיכולוגיה עברית</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">https://www.hebpsy.net/blog_Post.asp?id=5818 את הביטוי "בעידן הדיגיטלי" כולנו שומעים חֲדָשִׁים ל...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.hebpsy.net/blog_Post.asp?id=5818" rel="nofollow">https://www.hebpsy.net/blog_Post.asp?id=5818</a><br /><br />את הביטוי "בעידן הדיגיטלי" כולנו שומעים חֲדָשִׁים לַבְּקָרִים בכל מקום: ישנם מומחים ללמידה בעידן הדיגיטלי, חוקרים שעיסוקם בהתמכרויות שקשורות לעידן הדיגיטלי, בפרט לאי-היכולת להתנתק מהמסך, פסיכולוגים שעוסקים בתקשורת בעידן הדיגיטלי, ומומחים ליחסים בין-אישיים בעידן הדיגיטלי. בפוסט זה אני מציבה מספר סימני שאלה לגבי 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Part 1" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115144057/%D7%94%D7%90%D7%9D_%D7%94%D7%9E%D7%98%D7%A4%D7%9C_%D7%91%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%A6%D7%A8%D7%99%D7%9A_%D7%9C%D7%94%D7%99%D7%95%D7%AA_%D7%9E%D7%97%D7%95%D7%A0%D7%9F_%D7%97%D7%9C%D7%A7_%D7%90_Should_the_counselor_of_gifted_children_be_gifted_Part_1">האם המטפל במחוננים צריך להיות מחונן חלק א Should the counselor of gifted children be gifted? Part 1</a></div><div class="wp-workCard_item"><span>HEBREW PSYCHOLOGY פסיכולוגיה עברית https://www.hebpsy.net/blog_Post.asp?id=5203</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">https://www.hebpsy.net/blog_Post.asp?id=5205 האם המטפל במחוננים צריך להיות מחונן? חלק ב "טיפול"...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.hebpsy.net/blog_Post.asp?id=5205" rel="nofollow">https://www.hebpsy.net/blog_Post.asp?id=5205</a> <br />האם המטפל במחוננים צריך להיות מחונן? חלק ב <br />"טיפול" באופן כלל – הן במחוננים והן ב"שאינם מחוננים" – הן בילדים ובבני נוער והן במבוגרים – נעשה מסיבות רבות ויכולות להיות לו מטרות רבות. השאלה מה "צריך" המטפל להיות תלויה באופן משמעותי בתשובות לשאלות הללו. <br />כאשר מדובר במטפל בילדים שאותרו כמחוננים, או בילדים בעלי כישרונות יוצאי דופן, כישורים מיוחדים, תחומי עניין שאינם אופייניים לגילם, ילדים ששואלים שאלות מעמיקות, או ילדים שמגיעים להישגים מרשימים ביותר בגיל נמוך משמעותית משהיה ניתן לצפות, הסיבות לטיפול דומות מאוד לסיבות שבעטיין הורים לילדים "רגילים" פונים לייעוץ או לטיפול. לדוגמה: בעיות חברתיות, רגשיות או משפחתיות, בעיות שונות במסגרת הלימודית, לפעמים סירוב ללכת לגן או לבית הספר ולפעמים פניות חוזרות ונשנות מצד הגננת או המורה על התנהגות הנתפסת על ידה כחריגה. הפנייה לטיפול בילד מחונן אינה, בשום פנים, בשל היותו מחונן, שהרי מחוננות אינה מחלה או הפרעה, ולפיכך אינה דבר שצריך טיפול. לכן, אם הבעיה היא אחת מאלו שמניתי, או בעיה דומה לה, יש לצפות שהטיפול יפתור את הבעיה או, למצער, ימזער אותה עד לרמה שהיא לא תפריע לילד עצמו או לסובבים אותו. <br />לאחר שבפוסט הקודם הבהרתי את עמדתי לגבי הגדרת המחוננות, קל יהיה להכיל אותה גם על המטפל: העובדה, שהמטפל אותר או שלא אותר בילדותו כמחונן אין לה ולא כלום עם כשירותו במטפל בכלל ויכולותיו כמטפל במחוננים בפרט. מצד שני, ראוי שכל מטפל יהיה מצוין בעבודתו, דהיינו, יממש את יכולות הטיפול שלו ויהיה מטפל מצוין (על פי הגדרתו של זיו: מצוינות היא מימוש המחוננות). לא נדון כאן בשאלה מיהו אותו "מטפל מצוין" או "מטפל אידיאלי" – נושא שגם בו עסקו רבים וטובים במהלך המאה שעברה ועוסקים באינטנסיביות בעשרים השנים שחלפו מאז תחילת המאה הנוכחית, אבל לית מאן דפליג, שכל מטפל, ובכלל זה כל המטפלים במחוננים, צריכים לשאוף לקיומה של ברית טיפולית עם כל מטופל שלהם; מרבית התיאורטיקנים העוסקים בנושא זה, כמו גם הפרקטיקנים תמימי דעים עם ההנחה, שללא ברית טיפולית לא ניתן להגיע להישגים טיפוליים משביעי רצון (באחד הפוסטים הבאים אתמצת את המאמר שפירסמתי על נושא זה: Therapeutic alliance in counseling the gifted). לפיכך השאלה בדבר מחוננותו או אי-מחוננותו של המטפל במחוננים צריכה להיות מצומצמת יותר, דהיינו, האם יכולות קוגניטיביות גבוהות של המטפל הן תנאי להצלחת טיפול במחוננים?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f3767e4d9a58358353850b6519890d64" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111638343,"asset_id":115144057,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111638343/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115144057"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115144057"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115144057; 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האם המטפל במחוננים צריך להיות מחונן חלק ב PART 2: Should the counselor of gifted children be gifted?" class="work-thumbnail" src="https://attachments.academia-assets.com/111637604/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/115143121/_%D7%94%D7%90%D7%9D_%D7%94%D7%9E%D7%98%D7%A4%D7%9C_%D7%91%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%A6%D7%A8%D7%99%D7%9A_%D7%9C%D7%94%D7%99%D7%95%D7%AA_%D7%9E%D7%97%D7%95%D7%A0%D7%9F_%D7%97%D7%9C%D7%A7_%D7%91_PART_2_Should_the_counselor_of_gifted_children_be_gifted">? האם המטפל במחוננים צריך להיות מחונן חלק ב PART 2: Should the counselor of gifted children be gifted?</a></div><div class="wp-workCard_item"><span>HEBREW PSYCHOLOGY</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">https://www.hebpsy.net/blog_Post.asp?id=5205 האם המטפל במחוננים צריך להיות מחונן? חלק א – על ח...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden"><a href="https://www.hebpsy.net/blog_Post.asp?id=5205" rel="nofollow">https://www.hebpsy.net/blog_Post.asp?id=5205</a> <br /> <br />האם המטפל במחוננים צריך להיות מחונן? חלק א – על חשיבותן של הגדרות <br />תקציר <br />בשאלה "האם המטפל במחוננים חייב בעצמו להיות מחונן", אכן דנו ודנים בה רבות אנשי טיפול וחינוך בעולם. כדי לענות עליה חייבים להתחיל בהסבר על הגדרות המחוננות. <br />1. אין הגדרה אחת למחונן או למחוננות. <br />2. יש לקחת בחשבון שהשונות בין אלה שהוגדרו כמחוננים על פי הגדרה זו גדולה הרבה יותר מאשר השונות בקרב מי שמוגדרים כ"רגילים" או "שאינם מחוננים". <br />3. מיהו המטפל ש"הוא בעצמו מחונן"?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cd78de7dad53b470f7b9549bb802f9dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":111637604,"asset_id":115143121,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/111637604/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="115143121"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="115143121"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 115143121; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=115143121]").text(description); $(".js-view-count[data-work-id=115143121]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 115143121; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='115143121']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cd78de7dad53b470f7b9549bb802f9dd" } } $('.js-work-strip[data-work-id=115143121]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":115143121,"title":"? האם המטפל במחוננים צריך להיות מחונן\r\nחלק ב\r\nPART 2: Should the counselor of gifted children be gifted?","internal_url":"https://www.academia.edu/115143121/_%D7%94%D7%90%D7%9D_%D7%94%D7%9E%D7%98%D7%A4%D7%9C_%D7%91%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%A6%D7%A8%D7%99%D7%9A_%D7%9C%D7%94%D7%99%D7%95%D7%AA_%D7%9E%D7%97%D7%95%D7%A0%D7%9F_%D7%97%D7%9C%D7%A7_%D7%91_PART_2_Should_the_counselor_of_gifted_children_be_gifted","owner_id":322962,"coauthors_can_edit":true,"owner":{"id":322962,"first_name":"Hanna","middle_initials":null,"last_name":"David","page_name":"HannaDavid","domain_name":"telaviv","created_at":"2011-02-04T23:41:42.091-08:00","display_name":"Hanna David","url":"https://telaviv.academia.edu/HannaDavid","email":"TVZ0UEU1TDM1YTRpa2IwMXAwT3FwcWJQZThTSHptSDgrRzJITEZkdG9HUnhHcnVYY25TL2d1QVJjdlhmaVJaTi0tRTJVSFZrWEJWSU9BclBNaXRRMmgwQT09--87bb9d629769f090867f43e572aa743367b86a59"},"attachments":[{"id":111637604,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/111637604/thumbnails/1.jpg","file_name":"חנה_דויד_2020_האם_המטפל_במחוננים_צריך_להיות_מחונן.pdf","download_url":"https://www.academia.edu/attachments/111637604/download_file","bulk_download_file_name":"111637604.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/111637604/%D7%97%D7%A0%D7%94_%D7%93%D7%95%D7%99%D7%93_2020_%D7%94%D7%90%D7%9D_%D7%94%D7%9E%D7%98%D7%A4%D7%9C_%D7%91%D7%9E%D7%97%D7%95%D7%A0%D7%A0%D7%99%D7%9D_%D7%A6%D7%A8%D7%99%D7%9A_%D7%9C%D7%94%D7%99%D7%95%D7%AA_%D7%9E%D7%97%D7%95%D7%A0%D7%9F-libre.pdf?1708408875=\u0026response-content-disposition=attachment%3B+filename%3D111637604.pdf\u0026Expires=1740511417\u0026Signature=fkNAfa2zNBcG5JNFQqTkf5xrDtV9ijM2QDBX4i7axNz5na2BHJMWrdIvChG6T6bJR2~UiXoKorpZdD1VY3McAfWE~aywjDcxreoCFxDWnMc3OOmIfTq71NXWvKTvbJ8Agf7yZrj4D7h5~wJEmF6g3Nab~fd422-6R9ZPdnrJjp0i1B-Z4J9RYY0fgWxyKIbsI~dKsplK0Hv8~fDD-FJI~owouUHWXsJWR~dg~kvvJHFsqTQ9-sPHqrzP6a6~rI~6mSVlaRgg4Jd0oxDA6GgpHJ6SlPiO4bZSHW7SaH6BPqpGiwYcKepGdqp08Lt1kdooMkRfaZ4EgWS9ZLg1mOFYBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="115142476"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/115142476/%D7%9C%D7%90_%D7%AA%D7%A8%D7%A6%D7%97_%D7%A2%D7%9C_%D7%99%D7%93%D7%99_%D7%AA%D7%A8%D7%92%D7%95%D7%9D"><img alt="Research paper thumbnail of לא תרצח על ידי תרגום" class="work-thumbnail" src="https://attachments.academia-assets.com/111650157/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/115142476/%D7%9C%D7%90_%D7%AA%D7%A8%D7%A6%D7%97_%D7%A2%D7%9C_%D7%99%D7%93%D7%99_%D7%AA%D7%A8%D7%92%D7%95%D7%9D">לא תרצח על ידי תרגום</a></div><div class="wp-workCard_item"><span>מעריב לנוער Maariv for the youth</span><span>, 1969</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This opinion of mine was written 54 years ago, but I still stand behind each and eery word I wrot...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This opinion of mine was written 54 years ago, but I still stand behind each and eery word I wrote then.<br />Translation is an excellent means for information transformation, but it can "kill" a literary text. 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