Liat Rahmian
Biographic Data
| ID | 9586257 |
|---|---|
| NAME | Liat Rahmian |
| GIVEN NAMES | Liat |
| FAMILY NAME | Rahmian |
| SIGNATURE | RAHMIAN L |
| AFFILIATIONS | University of Haifa |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities
Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present findings from interviews conducted with teachers and principals who were engaged in developing and enacting interdisciplinary curricula in the humanities. These respondents described interdisciplinarity as an innovation that can affect discourse within …
Supporting students’ inquiry through doubly authentic learning designs
In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practic…
No prominent works on this page.
Supporting students’ inquiry through doubly authentic learning designs
In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practic…
Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities
Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present findings from interviews conducted with teachers and principals who were engaged in developing and enacting interdisciplinary curricula in the humanities. These respondents described interdisciplinarity as an innovation that can affect discourse within …
Education and Critical Thinking Development (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Art (1 work) · Cognitive science (1 work) · Educational Assessment and Improvement (1 work) · Educational psychology (1 work) · Educator Training and Historical Pedagogy (1 work) · Humanities (1 work)