Bulletin: Education in Israel

Books

• Barry Chazan, A Philosophy of Israel Education
• Anat Even Zahav and Orit Hazzan, Risk Management of Education Systems. The Case of STEM Education in Israe
• Malka Muchnik et al, Elective Language Learning and Policy in Israel
• Miri Yemini, Internationalization and Global Citizenship. Policy and Practice in Education

Articles

• Audrey Addi-Raccah and Yael Grinshtain, Forms of Capital and Teachers’ Views of Collaboration and Threat Relations With Parents in Israeli Schools
• Audrey Addi-Raccah and Yael Grinshtain, Teachers’ capital and relations with parents: A comparison between Israeli Jewish and Arab teachers
• Orly Alaluf, Dorel Ungureanu, and Alina S. Rusu, Israeli Teachers’ Attitudes Assessment regarding Parental Involvement of Children with Special Needs
• Ayman K. Agbaria, The ‘right’ education in Israel: segregation, religious ethnonationalism, and depoliticized professionalism
• Khalid Arar and Asmahan Masry-Herzalla, Gender, Ethnicity, and Social Justice Leadership: Female Jewish and Arab School Principals in Israel
• Nimrod Aloni, Humanist Schools in the Face of Conflicting Narratives and Social Upheaval: The Case of Israel
• Iris BenDavid-Hadar, Education for All: The Israeli Ultra-Orthodox Schools
• Miri Goldratt and Eric H. Cohen, Non Formal Education: A Case Study of Personal Education in Israeli Schools
• Eyal Kaminka, Teaching about the Holocaust in Israel
• Ofer Katchergin, The Medicalizing Power of Rhetorical Images in the Israeli Learning Disabilities Field
• Adam Nir et al, School autonomy and 21st century skills in the Israeli educational system
• Iair G. Or and Elana Shohamy, English Education Policy in Israel
• Oren Shlomo, Sub-formalization in East Jerusalem Schooling
• Benzi Slakmon, Educational Technology Policy in Israel
• Tina Waldman, Efrat Harel, and Götz Schwab, Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online

Reviews

• Toni Rickenback, on Zvi Bekerman’s The Promise of Integrated Multicultural and Bilingual Education

Theses

• Tamar Bulmash, iPosture: A Closer Look at the Lifestyle Practices of Jewish Israeli School Children

 

New Article: Manor-Binyamini, Mothers of Adolescent Children with Disabilities in the Druze Community in Israel

Manor-Binyamini, Iris. “Positive Aspects of Coping among Mothers of Adolescent Children with Developmental Disability in the Druze Community in Israel.” Journal of Intellectual and Developmental Disability (early view; online first).

ְְ 

URL: http://dx.doi.org/10.3109/13668250.2015.1129665

 

Abstract

Background: The purpose of this study was to compare perceptions of coping as experienced by 240 mothers of adolescents with and without developmental disability in the Druze community in Israel. Method: The mothers completed the Sociodemographic Questionnaire, Grandparents Functional Support Assessment, Family Adaptability and Cohesion Evaluation Scales, and the Posttraumatic Growth Inventory. Results: Both groups were found to be similar in their perception of family cohesion and emotional support. However, mothers of adolescents with a developmental disability reported higher rates of both adaptability to change and personal growth. Moreover, associations were found between family cohesion and adaptability to change and support, and between adaptability to change and social support and personal growth. Conclusion: Druze mothers of adolescents with developmental disability reveal important information regarding positive coping strategies.

 

 

 

New Article: Taller-Azulay & Rusu, Parents’ Support in Education of Hearing Impaired Children

Taller-Azulay, Galia, and Alina Simona Rusu. “Parents’ Involvement in Supporting Education of Hearing Impaired Children in Israel.” Procedia – Social and Behavioral Sciences 209.3 (2015): 188-94.

 

URL: http://dx.doi.org/10.1016/j.sbspro.2015.11.213

 

Extract

This article aims to investigate the psycho-pedagogical variables associated to the parents’ involvement in the special education of the hearing impaired children in Israel. It is generally acknowledged that parents of disabled children often go through a grieving process after the birth of their children. We assume that there is a difference between parents in regards to their gender and to the individual coping mechanisms with the birth process of a child with hearing impairment. All these differences are expected to be reflected in the level of parental involvement in the special education of their children.