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Devora Hellerstein
Department of Life Sciences, The Academic College at Wingate, Wingate Institute, Israel

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Journal article
Published: 08 May 2020 in Sustainability
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The phenomenon of high attrition and dropout among novice teachers has been widely recognized as an issue that must be addressed. The current study aimed to explore this phenomenon in the field of physical education (PE). A longitudinal study using a mixed-methods approach was conducted. The participants consisted of 119 novice teachers at three points in time: during, at the end of the first year of internship, and two years after internship. Instruments included questionnaires, a semi-structured telephone survey, and in-depth face-to-face interviews. Results indicated that the majority of novice teachers intended to stay in the profession mainly due to idealistic reasons. Emotional and professional support from senior staff and/or management proved to be important to their decision to persist in the profession. Barriers that were found distinctive to PE included poor working conditions such as a lack of facilities or equipment. Additionally, participants reported discouragement from the discovery that PE was perceived as a less important subject in comparison to other school subjects. The vast majority reported that they had not been sufficiently prepared for the realities of the teaching profession.

ACS Style

Sima Zach; Ayelet Dunsky; Hanan Stein; Olga Litvin; Devora Hellerstein. Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession. Sustainability 2020, 12, 3830 .

AMA Style

Sima Zach, Ayelet Dunsky, Hanan Stein, Olga Litvin, Devora Hellerstein. Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession. Sustainability. 2020; 12 (9):3830.

Chicago/Turabian Style

Sima Zach; Ayelet Dunsky; Hanan Stein; Olga Litvin; Devora Hellerstein. 2020. "Novice Physical Education Teachers in Israel: Facilitators and Barriers to Persistence in the Profession." Sustainability 12, no. 9: 3830.

Journal article
Published: 21 July 2019 in European Journal of Cardiovascular Nursing
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Background:Cardiovascular diseases are considered a leading factor in mortality and morbidity. The older adult population with cardiovascular diseases has a higher risk of falls as compared to a matched age healthy population.Objective:To investigate the effect of stability and coordination training within a cardiac rehabilitation programme on fall risk in older adults with cardiovascular diseases enrolled in cardiac rehabilitation.Methods:Twenty-six people with cardiovascular diseases (age 74±8) were divided randomly into intervention and control groups. The intervention group received 20 min of stability and coordination exercises as part of their 80 min cardiac rehabilitation programme, while the control group performed the traditional cardiac rehabilitation programme, twice a week, for 12 weeks. Balance assessment was based on three tests: the Timed Up and Go, Functional Reach and Balance Error Scoring System, which were measured twice before the intervention, once following the intervention and once four weeks after the termination of the intervention. A two-way analysis of variance (group × time) with repeated measures was performed to examine differences between groups and between assessments.Results:Seventy per cent of participants in the intervention group adhered to the programme, with significant improvement post-intervention in the Timed Up and Go ( p < .01) and the Balance Error Scoring System ( p < .05) with no changes among the control group.Discussion:Stability and coordination training alongside a traditional cardiac rehabilitation programme may improve static and dynamic balance, and muscle strength, skills that are considered major components in postural control. Clinicians who work in cardiac rehabilitation centres should consider including this training alongside the routine cardiac rehabilitation programme.

ACS Style

Daria Segev; Devora Hellerstein; Rafi Carasso; Ayelet Dunsky. The effect of a stability and coordination training programme on balance in older adults with cardiovascular disease: a randomised exploratory study. European Journal of Cardiovascular Nursing 2019, 18, 736 -743.

AMA Style

Daria Segev, Devora Hellerstein, Rafi Carasso, Ayelet Dunsky. The effect of a stability and coordination training programme on balance in older adults with cardiovascular disease: a randomised exploratory study. European Journal of Cardiovascular Nursing. 2019; 18 (8):736-743.

Chicago/Turabian Style

Daria Segev; Devora Hellerstein; Rafi Carasso; Ayelet Dunsky. 2019. "The effect of a stability and coordination training programme on balance in older adults with cardiovascular disease: a randomised exploratory study." European Journal of Cardiovascular Nursing 18, no. 8: 736-743.

Review
Published: 27 July 2018 in Current Aging Science
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Physical activity is known for its many health benefits, among them the positive effect on bone health during the life cycle. During childhood, physical stress stimulates bone remodeling and increases density. However, due to hormonal changes during adulthood, and mainly during postmenopause the rate of bone remodeling is slowed and is less efficient. As a result, argument has arisen in the literature regarding the benefit or harm of physical activity on bone health among postmenopausal women.

ACS Style

Devora Hellerstein; Ayelet Dunsky. Physical Activity-does it Really Increase Bone Density in Postmenopausal Women? A Review of Articles Published Between 2001-2016. Current Aging Science 2018, 11, 4 -9.

AMA Style

Devora Hellerstein, Ayelet Dunsky. Physical Activity-does it Really Increase Bone Density in Postmenopausal Women? A Review of Articles Published Between 2001-2016. Current Aging Science. 2018; 11 (1):4-9.

Chicago/Turabian Style

Devora Hellerstein; Ayelet Dunsky. 2018. "Physical Activity-does it Really Increase Bone Density in Postmenopausal Women? A Review of Articles Published Between 2001-2016." Current Aging Science 11, no. 1: 4-9.

Journal article
Published: 08 December 2016 in Language and Intercultural Communication
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This article illustrates the significance of intercultural competence in teaching English as a Foreign Language (EFL) to a multicultural group of students in a matriculation preparation programme in Israel. It is based on an action research using a case study approach to examine the role of cultural background in the acquisition of EFL. Drawing from intercultural competence theories, it is argued that while cultural background plays an important role in students’ entry level and approach to learning EFL, in general, and reading competence, in particular, it does not play a determining role in their progress and achievements. Rather, students with high intercultural competence, regardless of cultural background, entered a dialogue and engaged with students of other cultures, which was associated with an ability to enter a dialogue and engage with a text in English. Students’ intercultural competence was developed by the creation of a ‘classroom culture’ where structured and unstructured activities guided by the teacher spurred engagement and negotiation processes between students of diverse cultural backgrounds for the purpose of enhancing intercultural competence and English reading comprehension skills.

ACS Style

Devora Hellerstein-Yehezkel. The path to reading comprehension through intercultural competence in the multicultural EFL classroom. Language and Intercultural Communication 2016, 17, 323 -343.

AMA Style

Devora Hellerstein-Yehezkel. The path to reading comprehension through intercultural competence in the multicultural EFL classroom. Language and Intercultural Communication. 2016; 17 (3):323-343.

Chicago/Turabian Style

Devora Hellerstein-Yehezkel. 2016. "The path to reading comprehension through intercultural competence in the multicultural EFL classroom." Language and Intercultural Communication 17, no. 3: 323-343.

Journal article
Published: 01 April 2016 in Adapted Physical Activity Quarterly
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ACS Style

Yeshayahu (Shayke) Hutzler; Devora Hellerstein. Adapted Versus Adaptive Physical Activity. Adapted Physical Activity Quarterly 2016, 33, 109 -112.

AMA Style

Yeshayahu (Shayke) Hutzler, Devora Hellerstein. Adapted Versus Adaptive Physical Activity. Adapted Physical Activity Quarterly. 2016; 33 (2):109-112.

Chicago/Turabian Style

Yeshayahu (Shayke) Hutzler; Devora Hellerstein. 2016. "Adapted Versus Adaptive Physical Activity." Adapted Physical Activity Quarterly 33, no. 2: 109-112.