Search results for: Educational policy
Page 1/1 9 items
Legitimizing public schooling and innovative education policies in strict religious communities: the story of the new Haredi public education stream in Israel
The study explored how a group of private Haredi (ultra-Orthodox Jewish) Israeli schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a coincidence of wants between the schools and the Israel Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contracts, summaries of meetings, and work plans.
Updated: Nov. 06, 2019
This research examines the division of one religious-Zionist elementary public school in Israel. Led by the Parents’ School Committee (PSC), discussions soon resulted in a fierce religious culture war between two groups of liberal and conservative parents who had two separate visions for the future of the school. Semi-structured interviews were conducted with prominent PSC members. Interviews were analyzed to outline the culture war that divided the community and led to the foundation of a conservative school with gender separation and a liberal school with no gender separation for young children.
Updated: Aug. 06, 2019
The purpose of the present study was to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment. Data was collected from 1,016 teachers in 35 Israeli high schools. The GLIMMIX procedure was used to consider simultaneously the hierarchical structure of the data, as well as the two dependent variables (absence and lateness).
Updated: Aug. 07, 2017
Israel is considered to be a very creative country, due to the fact that the country is ranked very high in different indicators of innovation and creativity: It is considered to be a “Start Up Nation”, because of the high numbers of Startup companies that are being born within the country; It is ranked very high in the number of patents that are being registered in the US; and It had a number of Nobel Laureates over the last years. In an effort to understand and explain this characteristics, I will analyze the Israeli Education System, trying to identify different features that allows and encourage the development of creativity and innovation skills within the students and future citizens of Israel.
Updated: Jul. 13, 2017
The return of religion and religiosity, on almost all social, cultural, and political fronts, has informed the academic agenda of the last decade. It is marked by a growing scholarly use of the concept of the “postsecular.” Against this background, this article brings the concept of the postsecular to bear on the transformation of contemporary Jewish national education in Israel. Its main argument is that the arrangements currently on display between secular and sacral notions in national Jewish education illustrate the rise of a new theocratic vision for Israel. This neoreligious thrust challenges the former interplay between secular and religious notions, which has served as the basis for Jewish national (i.e., Zionist) education. The article also places the notion of a postsecular emergent society within a particular social and political context, pointing to a broader and much richer phenomenon than hitherto suggested.
Updated: Jun. 28, 2017
Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study
Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education – PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures.
Updated: Jul. 13, 2016
This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel.
Updated: Jan. 06, 2016
This paper reviews the research on principalship in the Israeli educational system conducted by Israeli researchers since 2000 till 2013 (53 works) and sheds light on varied aspects of this managerial career. The major conclusion arising from this review refers to the varied, inchoate, diverse, and fragmented nature of the research on principalship in Israel, stemming, at least in part, from the very small number of researchers in the field of educational administration in this country. Thus, the research into principalship in Israel involves activities in a loosely connected array of sites of inquiry rather than a single or even coherent field of study along the lines of problem foci and clear scholarly directions that continue to exist for a long time.
Updated: Dec. 02, 2015
Peace education is considered a necessary element in establishing the social conditions required for promoting peace-making between rival parties. As such, it constitutes one of Israel’s state education goals, and would therefore be expected to have a significant place in Israel’s educational policy in general and in response to peace moves that have occurred during the Arab–Israeli conflict since the 1970s in particular. This article reviews the educational policy actually applied by Israel’s state education over the years as reflected in formal educational programs and school textbooks, and suggests that although some significant changes have taken place over time, there has been and still is a significant gap between the stated goal and the practice of peace education in Israel. Reasons for this disparity and its implications are discussed and possible directions are proposed for coping with this educational challenge.
Updated: Nov. 11, 2015