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Cooperative Learning Effects on Ethnic Relations and Achievement in Israeli Junior-High-School Classrooms

  • Shlomo Sharan
  • Peter Kussell
  • Rachel Hertz-Lazarowitz
  • Yael Bejarano
  • Shulamit Raviv
  • Yael Sharan

Abstract

Israel is a country of immigrants whose ethnic ties are roughly divided into two groups: Jews who emmigrated to Israel from the Muslim countries of the Middle East, Asia, and North Africa (referred to as Middle Eastern), and those who came from Europe, the Americas, and South Africa (referred to as Western). The integration of these two major ethnic groups is acknowledged to be one of the central problems confronting Israel’s educational system. The population of the country is roughly equally divided at present between the two groups. Research on various aspects of school desegregation in Israel has been extensively summarized in a recent volume (Amir & Sharan, 1984).

Keywords

Middle Eastern Cooperative Behavior Cooperative Learning English Teacher Classroom Climate 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1985

Authors and Affiliations

  • Shlomo Sharan
    • 1
  • Peter Kussell
    • 2
  • Rachel Hertz-Lazarowitz
    • 5
  • Yael Bejarano
    • 3
  • Shulamit Raviv
    • 4
  • Yael Sharan
    • 2
  1. 1.School of EducationTel Aviv UniversityTel AvivIsrael
  2. 2.Israel Educational Television CenterTel AvivIsrael
  3. 3.Everyman’s UniversityTel AvivIsrael
  4. 4.Wingate Institute for Physical Education and SportNetanyaIsrael
  5. 5.School of EducationHaifa UniversityHaifaIsrael

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