WorldCat Identities

Inbar, Dan

Overview
Works: 32 works in 71 publications in 4 languages and 490 library holdings
Genres: Conference papers and proceedings  Academic theses 
Roles: Author, Redactor, Editor
Classifications: LC146.5, 371.2913
Publication Timeline
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Most widely held works by Dan Inbar
Second chance in education : an interdisciplinary and international perspective( Book )

10 editions published in 1990 in English and held by 225 WorldCat member libraries worldwide

Planning for innovation in education by Dan Inbar( Book )

11 editions published between 1996 and 1997 in English and held by 141 WorldCat member libraries worldwide

<> by Forum le-ḥeḳer mediniyut ha-ḥinukh( Book )

5 editions published in 2006 in Hebrew and held by 25 WorldCat member libraries worldwide

Planifier pour l'innovation en matière d'éducation by Dan Inbar( Book )

8 editions published between 1996 and 1998 in French and English and held by 22 WorldCat member libraries worldwide

Bizur samkhuyot bi-teḥum ha-ḥinukh la-rashuyot ha-meḳomiyot by Dan Inbar( Book )

3 editions published in 1997 in Hebrew and held by 17 WorldCat member libraries worldwide

Learning of the disadvantaged and school climate by Dan Inbar( Book )

2 editions published in 1983 in English and held by 14 WorldCat member libraries worldwide

Can planning replace politics? : the Israeli experience by Raphaella Bilski Ben-Hur( Book )

3 editions published in 1980 in English and held by 7 WorldCat member libraries worldwide

Much hope has been placed in the potential of planning to solve social and economic problems. In the East ~nd the West, in develƯ oped and less-developed countries, planning has become widespread. It has been praised and ridiculed, used and misused, both as a catchƯ word for a better future and as a scapegoat for bitter failure. PlanƯ ning has been interpreted differently by every society, giving rise to a wide range of styles and approaches. Fascination with the phenomƯ enon has yielded a variety of definitions of planning, each of them influenced by the actual problems facing the planners on the one hand, and by the imagination, ideology and aspirations of the theoƯ rists on the other. However, the variety of approaches and definitions has almost obscured the phenomenon itself and blurred its specific meaning. This fact, coupled with disappointment with the practical achievements of plannings, has created much criticism of the social and political value of planning in the West. In this volume we do not intend to answer the question whether planning in Western countries has been successful, nor to suggest specific ways of improving it. We shall limit ourselves to presenting a case study of national planning in one country. The title of this book suggests that the crucial question regarding planning efforts in Israel and perhaps in other countries is the tension between images of planning processes (systematic, comprehensive, structured, etc.) and political processes (improvised, fragmented, diffused, etc.)
Jiao yu zheng ce ji ai = Fundamentals of education policy( Book )

2 editions published in 2003 in Chinese and held by 4 WorldCat member libraries worldwide

Ben shu chan ming le dui jiao yu bian ge de zhe yi li jie dui yu jiao yu gui hua lai shuo yi wei zhe shen me ; dui chuan tong de " li xing de " gui hua guo cheng he chuang xin de tan suo xing de te dian jia yi zong he ; qiang diao chuang xin gai nian de shi ji ying yong, te bie shi ta men zai xue xiao he ban ji deng wei guan ceng mian de ying yong
Hizdamnut sheniyah u-vate sefer eḳsṭerniyim by Dan Inbar( Book )

1 edition published in 1986 in Hebrew and held by 3 WorldCat member libraries worldwide

Aḥarayut by Dan Inbar( Book )

2 editions published in 1983 in Hebrew and held by 3 WorldCat member libraries worldwide

The Cognitive Preferences of School Principals by Dan Inbar( Book )

1 edition published in 1992 in English and held by 3 WorldCat member libraries worldwide

This paper presents a research study that explored the nature of the cognitive preferences of school administrators. It offers insight into the school administrators' mode of information processing. The first of three sections concerns the informational centrality of school principals. Citations from the literature are used to present the ways administrators handle information. The second section gives background and discussion on cognitive preferences. The work of Heath (1964) and the development and modification of the Cognitive Preference Test provide the starting point for the study. The third section concerns the study of school principals' cognitive preferences. Discussed is the development of a Management Cognitive Preference questionnaire, its internal consistency, and its validation. The test was administered to 134 school administrators in Israel. The results were compared to those of previous studies to highlight similarities in the interrelationships among the different cognitive preferences. Tables include demographic information, the differences in cognitive preferences among school principals according to different role categories, intercorrelations of scores in cognitive preferences, and varimax factor analysis. Conclusions are tentative as the study is the first conducted with school administrators. (Contains 32 references.) (RR)
Studies on a homogeneous antibody combining site by Dan Inbar( Book )

1 edition published in 1974 in English and held by 3 WorldCat member libraries worldwide

Beḥirah be-ḥinukh be-Yiśraʼel( Book )

1 edition published in 1993 in Hebrew and held by 2 WorldCat member libraries worldwide

A sociological study of the process of plan implementation by Dan Inbar( )

1 edition published in 1971 in English and held by 2 WorldCat member libraries worldwide

Yozmot ṿe-ḥidushim ḥinukhiyim ba-ḥaṭivot-benayim be-hitmodedut ʻim ukhlusiyat talmidim heṭrogenit by Nura Resh( Book )

2 editions published in 1980 in Hebrew and held by 2 WorldCat member libraries worldwide

The Abcs of Organizational Behavior by Mike M Milstein( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

To penetrate the growing complexity of theoretical perspectives and research methodologies surrounding organizational behavior, this paper introduces the abc Matrix. This conceptual framework clarifies complex, repetitive organizational behavior by grouping behaviors (avoidance, buffering, and confronting) into readily understood categories. Second, the matrix stresses the importance of observing behaviors at the individual, the group, and the overall organization levels. Third, the framework helps ascertain trends over time and explain current behaviors. Fourth, the matrix serves as a basis for developing practical tools to diagnose behavior and encourage behavior change when appropriate. While early feedback from graduate seminars and professional development workshops for educators supports the matrix as a useful tool, it has not yet been widely critiqued or field-tested. A survey instrument has been designed to meet this need. This paper's three sections (1) introduce, define, and integrate the abc concepts; (2) present a case study employing the matrix; and (3) explore the matrix's potential for analytical and diagnostic purposes. The matrix enables organizational leaders to see both extreme behavior types and the blending of these behaviors as they typically occur in reality. Because the matrix is not a "canned" approach, it provides guidance for understanding, while encouraging contingency applications to specific organizational sites. (Mlh)
Learning of the Disadvantaged and School Climate. Publication No. 89 by Dan Inbar( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

In Israel, efforts to narrow the cognitive and social gap between pupils have been directed toward integration through structural changes in the educational system, along with expected changes in the educational process. This study analyzes the relationships between the school climate and the different educational outcomes for students in various class situations. The study is based on analysis of data from a Junior High School study which was aimed at evaluating the reform in the Israeli educational system, and the conclusions of a case study of five integrated junior high schools in Israel. The ethnic composition of the classes studied varied due to the specific demographic situation in each area, to the location, and to individual school policy. It was hypothesized that school climate may have a differential effect for different types of classes, according to their composition and grade. On a school level analysis, two distinctive climates were revealed: an achievement-conservative one and an integrative-open one. The type of climate was related to various student variables, such as achievement, aspirations, locus of control, self image, and anxiety. Results showed that classes are differentially sensitive to the effects of school climate, according to their ethnic composition. Also, in analyzing "extreme school climate situations," the potential impact of school climate was found to be quite consistent. It is suggested that school climate is a dynamic phenomenon, changing through an interactive process, having different effects on different classes and with different situations. (Author/AOS)
<> by Albert Lamorisse( Book )

2 editions published between 2003 and 2007 in Hebrew and held by 2 WorldCat member libraries worldwide

<> by Moshe Caspi( Book )

1 edition published in 1979 in Hebrew and held by 1 WorldCat member library worldwide

School autonomy and 21st century skills in the Israeli educational system: Discrepancies between the declarative and operational levels( )

1 edition published in 2016 in English and held by 1 WorldCat member library worldwide

Abstract : Purpose: The following article analyzes two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness, and second, the development of the progressive education evident mainly in the cognitive domain of 21st century skills, focusing on fostering "deep knowledge" and children's thinking skills. The manuscript explores the various "waves" of progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them. Design/methodology/approach: Based on a historical perspective, the paper describes chronologically the main developments related to school autonomy and 21st century skills policy initiatives, based on a literature review and analysis of policy documents. Findings: The review indicates that the Israeli educational system is still caught in the "centralization trap, " inhibiting major changes in the patterns of central control and degrees of freedom granted to school level educators. As for school pedagogy, it is evident that most of the changes in pedagogy suggested by the numerous policy documents over the years have not resulted in sustainable, system-wide change. In both issues a large disparity is evident between declarations about innovative pedagogies and school autonomy and their actual implementation. Originality/value: Our review reflects the idiosyncratic articulation of policy plans conducted by the Ministry of Education, producing discrepancies and incongruences at the school level. Some implications of the "declarative culture" created are further discussed
 
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Audience level: 0.65 (from 0.44 for School aut ... to 0.93 for Hizdamnut ...)

Alternative Names
ʿInbar Dan 1935-....

Inbar, Dan E.

ענבר, דן

ענבר דן 1935-....

Languages
English (33)

Hebrew (17)

French (7)

Chinese (2)