Search results for: Educational policy

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).

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.

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.