Thesis: Nissel, Harnessing of the “New Program in Sciences” from Gender Perspective in Israel

Nissel, Orly. Harnessing of the “New Program in Sciences” from Gender Perspective in Israel, PhD Thesis in pedagogy. Chișinău: Universitatea de Stat din Moldova, 2016.

 
URL: http://www.cnaa.md/en/thesis/23981/
 
Abstract

The aim of the research is setting of the theoretical and praxiological foundation of the Methodology of implementation of the new program in sciences from a gender perspective in educational institutions in Israel.

Objectives: analysis of the evolution of studies programs of Israel in the context of gender; establishing of connections between the curriculum in science, gender and students’ achievements; determining of the training components of the new science program of study aimed at integration of a gender dimension; experimental validation of the methodology of implementation of the new program in science from a gender perspective.

The scientific novelty of the research relies in the identification of tendencies of the school curriculum development from a historical and gender perspective; identification of factors and conditions related to the implementation of the new program in science from a gender perspective; determining of the perspectives and training components of the new program in science for integration of gender in the process; development of a Methodology to implement the new program in science from a gender perspective focused on: a Constructivist approach to learning, a Instructional Model to encourage girls students in science and technology, a Profile of excellent teacher who is gender-sensitive, a Instructive Model for parents.

The scientific problem solved in this research consists in setting of the a theoretical and methodological foundation of the Methodology of implementation of the new program in sciences from a gender perspective, reducing of gender stereotypes related to these subjects, and improving of students’ achievements.

Theoretical value of the research: the development of theory of educational curriculum by mainstreaming of a gender dimension in units / subjects in science through the integration, unification and and completion of the structural components of these areas; conceptualization of gender perspectives in the new program in sciences and technology; theoretical and praxiological modeling of the methodology of implementation of the new program in sciences and technology from a gender perspective; developing the concept of career guidance to girls and boys in science and technology by discovering their skills for professions related to science and technology.

Practical value of the research: The Methodology of the implementation of the new program in sciences from a gender perspective is an approach validated by experiment, is useful for improving educational activities of educational institutions, the relationship teacher-student-family. The research results are addressed and can be of real use for teachers, supervisors, trainers, parents and others interested in the field.

The implementation of the scientific results: was conducted in two schools in scientific technological reserve class in Jerusalem, where the researcher works as a teacher and as a trainer and were presented to trainers and managers in science, through papers at scientific national and international conferences, scientific publications, etc.
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New Article: Oplatka, Research on School Principals in Israel

Oplatka, Izhar. “Israel: Research on School Principals in Israel, Varied Topics and Limited Scope.” In A Decade of Research on School Principals. Cases from 24 Countries (ed. Helene Arlestig, Christopher Day, and Olof Johansson; Cham: Springer, 2016): 403-20.

 

 

Abstract

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. In fact, the research covers a multitude of ideas and area (e.g., the principal’s career and leadership style, the impact of reforms upon principal’s role, the skills of principals, the gender and management) representing considerable different views among various groups of researchers within the profession. In other words, this research lacks a unified, cumulative knowledge base, leaving us with only partial understanding of principalship in Israel. The practical contribution of this research is, therefore, limited. Methodologically, the ratio of quantitative and qualitative methodologies used by the Israeli researchers is almost equal, with very few works using triangulated research design. Finally, new Arab researchers in Israel have begun to explore the particular lives and career of Arab male and female principals in the Arab educational system in Israel and exposed interesting viewpoints about educational leadership in traditional societies.

 

 

New Article: Taub, Educational Reform Affecting Teachers’ Motivation

Taub, Ronit. “A New Educational Reform in Israeli High Schools Affecting Teachers’ Motivation and Perception of the Teaching Profession.” Procedia – Social and Behavioral Sciences 209.3 (2015): 503-508.

 

URL: http://dx.doi.org/10.1016/j.sbspro.2015.11.279

 

Extract

In 2011, a new educational reform was introduced in Israel, known as “Oz Le’Tmura”. The research sought to examine how the reform has influenced motivation to teach and teachers’ perceptions of the teaching profession. It was found out that the reform improves the quality of teaching, teachers’ professionalism, perception of the teaching profession and teachers’ status as they see it. This reform has redefined the factors that shape the perception of the teaching profession and motivation to teach on three levels and has improved the teachers’ work conditions and wages by introducing educational strategic processes in the education system.

 

 

 

New Article: Paul-Binyamin & Gindi, Autonomy and Religious Education

Paul-Binyamin, Ilana, and Shahar Gindi. “Autonomy and Religious Education: Lessons from a Six-Year Evaluation of an Educational Reform in an Israeli School Network.” British Journal of Religious Education (early view; online first).

 
URL: http://dx.doi.org/10.1080/01416200.2015.1025698
 
Abstract

This study investigated the tension that exists between promoting an educational agenda and practising an educational approach which emphasises autonomy within the framework of religious education. Our main thesis is that every educational deed contains a dialectical tension between endorsing an educational agenda and the promotion of autonomy. Moreover, this tension is not restricted to religious education. The intensity of such a conflict varies in accordance with the flexibility (or inflexibility) of the dogma, the conceptual cohesion of the educational agenda and the perceived importance of granting autonomy to students. The more cohesive and inflexible the educational agenda is, the greater the danger that autonomy will be discarded. The present research examined an educational reform implemented in the National-Religious School Network in Israel, which included the promotion of autonomy among principals, teachers and students. Conducted over a six-year period (2006–2012), the research employed both qualitative and quantitative methodologies and involved various stakeholders in the school network. The multifaceted picture that emerged of the relationship between educational autonomy and religious agenda is presented.

 

 

 

New Article: Rosenblatt, Teacher Involvement in Decision Making in the Israeli School System

Rosenblatt, Zehava, Hilla Peretz, and Lya Kremer-Hayon. “Teacher Involvement in Decision Making in the Israeli School System.” In Do Teachers Wish to Be Agents of Change?: Will Principals Support Them? (ed. Allen Menlo and LeVerne Collet; New York: Springer, 2015): 151-68.

 

URL: http://dx.doi.org/10.1007/978-94-6209-959-3_8

 

Abstract

This chapter is organized in four sections. The first section describes the Israeli educational system and reviews recent literature on teacher participation and involvement in decision-making – particularly with respect to change and development projects. The second section describes the nature of the Israeli study: its purpose, data gathering methods, and analytic procedures.