The research aimed to understand the way in which high school principals’ perceptions of social justice (SJ) are implemented in their daily educational work. A qualitative study employed in-depth semi-structured interviews to collect the narratives of two high school principals in Israel – one Arab-Muslim and one Jewish. The interview transcripts underwent comparative holistic analysis to identify their perceptions and daily practice of SJ in their schools. Findings indicated that the principals’ perceptions of SJ were coloured by their national and cultural context, yet they needed strong conviction to integrate these perceptions in their schools, and their efforts to do so were often beset by resistance.
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).
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.
Beginning in 1997, the Har Hamor Yeshiva, a leading Jerusalem-based institute for Torah learning, has become the center of a unique stream of thought in religious Zionist philosophy. This article examines how religious Zionist yeshivas have developed an educational curriculum that translates theological beliefs and values into political action. The article seeks to evaluate to what extent this ideology and curriculum will be able to survive in a political reality in which the rift between religious and secular Zionism is constantly increasing.
The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers’ TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different case studies were chosen and qualitative and quantitative research tools were used to learn about the teachers’ self-efficacy beliefs and knowledge. More specifically, a validated questionnaire for measuring teachers’ self-efficacy beliefs for using Facebook and for integrating Facebook into teaching was developed. We show that the initial beliefs (not based on a real acquaintance of Facebook) were replaced by more realistic efficacy-beliefs after the teachers started to work with the CLFG and that the technological support provided to each teacher, together with their mastery experience, supported the development of strong self-efficacy beliefs regarding the use of CLFG. Teachers’ TPACK was investigated by analyzing their interviews and the interactions in their CLFG. We found that the notion regarding what constitutes learning in the CLFG had not changed during the experiment but rather, the teachers knew better how they can facilitate this leaning. In addition they better integrated links to videos and visualizations that supported understanding abstract chemistry concepts. Interestingly, the intervention that was conducted did not influence teachers’ perceptions of learning; however, it was found to serve as an additional tool for supporting their self-efficacy beliefs by providing vicarious experience for the teachers. We therefore recommend performing a longer intervention in the future.
This article analyzes English textbooks used in Israel to examine whether their cultural content is appropriate for the Palestinian Arab learner. This topic is significant, as the English curriculum in Israel is uniform in all sectors. The article presents a critical discourse analysis of six English textbooks used in Israeli high schools to examine the recurrence of seven discursive devices that might possibly serve as a means for shaping or (re)producing ideological values: (1) culturally distinctive names, (2) pronouns, (3) the passive/active voice when relating to the Other, (4) explicit statements defining the target audience, (5) narratives involving faraway cultures that perpetuate Western stereotypes and exclude the Other, (6) a demand for culturally specific prior knowledge, and (7) discourse constructing identities and collective memories. These devices serve to foster English learners imbued with Western oriented Jewish-Zionist ideology, while reproducing and perpetuating hegemonic ideology. Thus, English textbooks in Israel marginalize the Palestinian Arab minority, its culture and common traditions, thereby engendering a learning environment that creates a negative learning experience for students of this sector.
This article presents and discusses the findings of a study which focused on student teachers’ evaluation of their practice teaching in the context of a university–school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the contribution of the major curricular components of the partnership for student teachers’ experience of learning to teach, as evaluated by the student teachers themselves. The questionnaire was delivered to 119 student teachers placed in 9 selected school–university partnerships. The findings of the study underscore the added value of supporting different kinds of mentoring frameworks within university–school partnerships. The international significance of the study is discussed with a focus on implications for emergent tensions, dilemmas and connections between local and global forms of university–school partnerships.
Based on a 20% representative sample of all high school students in Israel in the mid-1990s, this study explores a reform implemented in low socio-economic status (SES) state religious high schools. Most of their students were from the disadvantaged Jewish ethnic group in Israel, Mizrachim. Perceived as unable to meet the requirements of academic programs, more than half these students studied on lower ranked vocational tracks. As part of the reform, these tracks were replaced by academic tracks aimed at awarding students a matriculation diploma. Comparable low SES secular high schools did not adopt the same curriculum change, so a comparison of these two types of school for learning opportunities became possible. Results revealed a significant improvement in matriculation eligibility rates in low SES religious schools while eligibility rates in comparable non-religious schools remained relatively stable.