New Article: Klein & Shimoni-Hershkoviz, Privatization and Competition in the Education System

Klein, Joseph, and Lizi Shimoni-Hershkoviz. “The Contribution of Privatization and Competition in the Education System to the Development of an Informal Management Culture in Schools. A Case Study in Israel.” International Journal of Educational Management 30.4 (2016).

 

URL: http://www.emeraldinsight.com/doi/abs/10.1108/IJEM-08-2014-0113

 

Abstract

Regulation and privatization of education systems has led to a “league standing” mentality regarding school achievements. The present study examines how school principals deal with the pressures of competition and achievements while aspiring to imbue pupils with values and a broad education. 12 high school principals were interviewed about external demands imposed on them, their educational policy and modes of operation. Publicly, school supervisors advocate a balance between core studies and education for values and enrichment. Informally they pressure principals to allocate maximal resources to preparing for high risk tests at the expense of other educational activities. School administrators and teachers, while dissatisfied with this approach, maintain a covert informal culture that concentrates mainly on external test achievements, which contrasts to their public value-rich educational vision, and undertake actions that raise educational, management and ethical questions. Placing the schools’ informal culture on the research agenda will increase institutional transparency and may contribute to a greater correspondence between school visions advocating knowledge and values, and the policy actually implemented. Raising this subject for discussion may contribute to a demand for more transparency in how schools allocate their resources. It may also help to increase the correspondence between the values and vision promulgated by schools and the educational policy they actually implement.

 

 

 

New Article: David, PISA Results in Math and Science: A Comparison between Israel and Turkey

David, Hanna. “The PISA Results in Mathematics and Science: A Comparison between Israel and Turkey.” Journal for the Education of Gifted Young Scientists 3.1 (2015): 22-8.

 

URL: http://dx.doi.org/10.17478/JEGYS.2015111087

 

Abstract

Comparing the PISA 2012 achievements of Turkey and Israel in Mathematics and science has been an intriguing challenge. Israel was one of the first 12 countries taking part in the first International Mathematics assessment: The TIMSS 1963/4; it had the best achievements both in grade 4 and 8 (ibid). Turkey started participating in International evaluations only in 1999. Since the 1963/4 first international examinations, the Israeli situation has changed substantially by the 80ies, and not in any desirable direction. Turkey, on the other hand, has demonstrated a gradual, constant improvement in the PISA achievements – both in mathematics and science. In this study a brief comparison between these two countries will be presented regarding the achievement in the first decade of the 21st century. This article consists of three main parts: Why comparing Israel and Turkey?, Achievements comparisons between Israel and Turkey, and Why are the Israeli PISA 2012 results actually lower than reported.

 

 

New Article: Yemini and Gordon, Media Representations of National and International Standardized Testing

Yemini, Miri, and Noa Gordon. “Media Representations of National and International Standardized Testing in the Israeli Education System.” Discourse (early view; online first).

URL: http://dx.doi.org/10.1080/01596306.2015.1105786

Abstract

This study applies discourse analysis to Israeli media coverage of national and international standardized examinations within Israel’s public education system. Through systematic analysis of the topic in the two main Israeli financial publications between the years 2000 and 2013, we explore the nature and narrative of the media and compare the coverage of national and international standardized testing. We find that most of the media attention was devoted to international examinations, while national examinations were covered in a more limited yet critical way, perceived as unnecessary and even dubious. International examinations, in contrast, were described as axiomatic components of the education system. Articles on both national and international standardized testing criticize the education system, blaming teachers, the Ministry of Education, budget constraints, and marginalized populations for Israeli students’ inadequate results. We frame our analysis by alignment of the articles along global–local and also neoliberal–humanistic axes. We structure our assessment within the global–local nexus and discuss the broader implications of the role of the testing in framing the local educational public discourse.

 

 

New Article: Shmueli, Calculation of the Israeli Risk Adjustment Rates

Shmueli, Amir. “On the Calculation of the Israeli Risk Adjustment Rates.” European Journal of Health Economics 16.3 (2015): 271-277.

 

URL: http://dx.doi.org/10.1007/s10198-014-0572-x

 

Abstract

Objective

The Israeli risk adjustment formula, introduced in 1995 and which serves for the allocation of the health budget to the sickness funds, is unique compared to countries with a similar national health insurance system in that it is not calculated on the basis of actual cost data of the sickness funds but on the basis of quantities retrieved from surveys. The current article aims to analyze the implications of the Israeli methodology.

Methods

The article examines the validity of the Israeli methodology used to set the 2004 risk adjustment rates and compare these rates with the “correct” ones, which are derived from the 2004 internal relative cost scales of the sickness funds.

Results

The Israeli methodology ignores services provided by the sickness funds and assumes constant unit cost across the sickness funds, an assumption which is implausible. Comparing the actual and the “correct” rates, it turns out that the actual rates over-compensate all the sickness funds for members in age 0–14, and under-compensate them for insurees aged 55+. In age 0–4, the over-compensation per capita is about NIS 1,500 while the under-compensation in age group 75+ reaches NIS 1,600.

Conclusions

The current risk adjustment formula distorts the intended competition on good quality care among the sickness funds, and turns it into a competition on profitable members. After 18 years of using incorrect rates, the Israeli risk adjustment rates should be calculated, as is common in other systems, based on individual cost data from the sickness funds.

 

Reviews: Spiegel, Embodying Hebrew Culture

Spiegel, Nina S. Embodying Hebrew Culture. Aesthetics, Athletics, and Dance in the Jewish Community of Mandate Palestine. Detroit: Wayne State University Press, 2013.

 

 

Reviews:

• Heidecker, Liora Bing. “Review.” Nashim 26 (2014): 163-165.
• Elron, Sari. “Review.” Middle East Journal 68.1 (2014): 165-166.
• Zer-Zion, Shelly. “Review.” Journal of Israeli History 33.2 (2014): 241-244.
• Manor, Dalia. “Review.” Journal of Modern Jewish Studies 15.1 (2016): 159-61.

Prize: Dapim 2014 Article Prize

 

The academic journal, Dapim – Studies on the Holocaust, published by the Taylor and Francis Group, is happy to announce the 2014 Article Prize Competition.

The prize of $ 600 (U.S. dollars) will be awarded to the best article as selected by a panel of judges. The competition is open to graduate students as well as established scholars.

We welcome submissions of 6000-9000 words (including footnotes) written in English and formatted according to the Chicago Manual of Style.

Manuscripts should be sent to the editorial office, following the submission guidelines.

Please click here for further details.