What is included with this book?
Tamar Zelniker is a senior lecturer in the Psychology Department at Tel-Aviv University, and the head of the Graduate Cognitive Psychology Program. Her research interests are in the areas of cognitive development, theories of mind and cooperative learning. She has published journal articles and chapters on cognitive style in young children, and an edited book (with Tamar Globerson), Cognitive Style and Cognitive Development (1989). Dr. Zelniker has been co-director of a Palestinian-Israli academic training program (1995-1999), and is one of the founders of a new academic program of studies in Gaza, where she has been on the academic board since 1995.
Cookie White Stephan is Emeritus Professor of Sociology at New Mexico State University. She received her Ph.D. in psychology from the University of Minnesota in 1971. Stephan's major research focus is on intergroup relations, specifically the antecedents of prejudice and ethnic identity. With Walter G. Stephan, she is the author of Intergroup Relations (1996), and Improving Intergroup Relations (2001).
Walter G. Stephan received his Ph.D. in psychology from the University of Minnesota in 1971. He has taught at the University of Texas at Austin and at New Mexico State University where he currently holds the rank of Emeritus Professor. He has published articles on attribution processes, cognition and affect, intergroup relations, and intercultural relations. He co-authored, with Cookie Stephan, Intergroup Relations (1996), and Improving Intergroup Relations (2001). He has also published Reducing Prejudice and Stereotyping in the Schools (1998), and is co-authoring, with W. Paul Vogt, Multicultural Education Programs: Research and Theory (forthcoming).
Introduction to Improving Arab-Jewish Relations in Israel: Theory and Practice in Coexistence Educational Programs | 237 | (16) | |
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Nature, Rationale, and Effectiveness of Education for Coexistence | 253 | (20) | |
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A Narrative-Based View of Coexistence Education | 273 | (16) | |
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Storytelling as a Way to Work Through Intractable Conflicts: The German-Jewish Experience and Its Relevance to the Palestinian-Israeli Context | 289 | (18) | |
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Coping With the Jewish-Arab Conflict: A Comparison Among Three Models | 307 | (16) | |
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Planned Encounters Between Jewish and Palestinian Israelis: A Social-Psychological Perspective | 323 | (16) | |
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Promoting Coexistence by Means of Conflict Education: The MACBE Model | 339 | (18) | |
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Existence and Coexistence in Acre: The Power of Educational Activism | 357 | (16) | |
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The Jewish-Palestinian Encounter in a Time of Crisis | 373 | (16) | |
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Arab-Jewish Bilingual Coeducation in Israel: A Long-Terns Approach to Intergroup Conflict Resolution | 389 | (16) | |
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Education for Coexistence and Arab-Jewish Encounters in Israel: Potential and Challenges | 405 | (18) | |
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Culturally Sensitive Education: Adapting Self-Oriented Assertiveness Training to Collective Minorities | 423 | (14) | |
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Coexistence Is in the Eye of the Beholder: Evaluating Intergroup Encounter Interventions Between Jews and Arabs in Israel | 437 | ||
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The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.