Chais2025_Heb_and_Eng-web

Orit Avdiel, Ina Blau 9E Table 3. Levels of Collaboration Among Educators Identified in Interviews and Observations Level of Collaboration Interviews: N=73 Observations: N=16 Representative Quote Information Sharing Interviews: 13; 18% Observations: 1; 6% "We have an amazing counselor... she is with us, providing us support, sometimes in group discussions, sometimes on a personal level for students. Both individually and in the classroom." (Interview T.) "The teacher shared that she got the idea for an English assignment through the 'Kapish' website from a colleague at the temporary center who advised her to use the site." (Observation A.) Cooperation Interviews: 40; 55% Observations: 15; 94% "Today, I had many staff members with me in class, who came, I believe, as volunteers like me. In this specific class, which is problematic in terms of the students, there were three other staff members. They sit next to students who we know struggle more. There is a lot of staff support." (Interview S.) "Since the class consists of young students, Grades 1-2, there are always at least three staff members present, some of whom are volunteers. They move between the children, mainly during individual work, assisting and encouraging them." (Observation N.) Collaboration Interviews: 20; 27% Observations: 0 "We have weekly team meetings where we prepare for the week. We hold meetings to plan, discuss issues, and brainstorm potential solutions together." (Interview K.) The findings reveal high levels of collaboration among educators, especially cooperation and information sharing, driven by emergency teaching needs and external volunteer support. The third research question examined whether collaboration occurred among learners during emergency teaching and learning, and at what level, in accordance with the e-CSAMR framework. Table 4 shows the number and percentage of statements for each level of learner collaboration, including a representative quote.