Search results

1 – 10 of over 2000
Book part
Publication date: 7 December 2018

Khalid Arar and Asmahan Masry-Herzallah

The research aimed to clarify how supervisors in the Arab education system act to close the achievement gaps and to introduce learning programs that can empower students…

Abstract

The research aimed to clarify how supervisors in the Arab education system act to close the achievement gaps and to introduce learning programs that can empower students and improve their achievements. Qualitative research employed in-depth interviews with supervisors in the Arab education system, which constitutes a substantial element of the schools’ governance. The research attempted to answer the following questions: (1) Which steps do education administrators in the Arab education system take to reduce students’ underachievement, widen circles of cooperation and empower change agents during crises that deepen achievement gaps between Arab and Jewish students? (2) Do Arab school supervisors understand their interplay with government policies as empowering or disempowering them to improve students’ achievements and ensure the curriculum’s cultural relevance? (3) To what extent do the supervisors believe that cultural change is required to enable them to empower school communities to become societal innovators for equity, peace and renewal within existing administrative structures?

Research findings were interpreted through the lens of Turbulence Theory (Gross, 2014). Findings indicated that the supervisors strive to improve students’ achievements. A major challenge is to ensure the relevance of learning programs to the school community, while mediating between local community demands and the technocratic accountability imposed by the Ministry of Education for the implementation of its policies. This leadership is isolated in its efforts to establish fairness and education for empowerment and coexistence in a divided society. Implications and directions for future research are discussed.

Details

Turbulence, Empowerment and Marginalisation in International Education Governance Systems
Type: Book
ISBN: 978-1-78754-675-2

Keywords

Article
Publication date: 18 July 2020

Hana Bor and Rebecca Shargel

The study aims to learn how a small private university dedicated to Judaic studies successfully merged with a large public university? Our study investigates how Baltimore…

Abstract

Purpose

The study aims to learn how a small private university dedicated to Judaic studies successfully merged with a large public university? Our study investigates how Baltimore Hebrew University (BHU) successfully integrated into the much larger Towson University (TU), while maintaining its unique Jewish identity.

Design/methodology/approach

How did leadership facilitate a successful merging of a small private university with a large public university? Our case study investigates how BHU successfully integrated into the much larger TU. Given that past research has focused primarily on the financial aspects, the purpose of the present study is to analyze how leaders successfully navigated the complex processes of integrating the two institutions through envisioning, communicating and planning effectively. This research uniquely investigates the role of leadership as the driving force in moving the merger forward and facilitating the process. The authors analyzed the circumstances that facilitated the merger and discovered that leadership pushed this merger forward, particularly the confluence of three approaches—visionary, transformational and servant leadership. This research has implications for guiding future mergers of smaller colleges with larger universities. This case study is particularly timely, during this uncertain age of COVID-19, when many universities are considering creative solutions, including potential mergers with other institutions, in the face of increasing financial difficulties.

Findings

Implications of this research can help illuminate future mergers of smaller colleges with larger universities in cases where the smaller institution desires to retain its strong cultural or historical identity. The authors found that the “right leadership on the ground” is a crucial component needed for a successful merger, particularly in a higher education setting.

Research limitations/implications

Our research provides a concrete example that can be used help campus administrators assess whether they have the leadership structure in place to successfully navigate a merger as a path forward.

Originality/value

This case study is particularly timely, during this uncertain age of COVID-19, when many universities are considering creative solutions, including potential mergers with other institutions, in the face of increasing financial difficulties.

Details

International Journal of Educational Management, vol. 34 no. 10
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 5 October 2015

Zipora Shehory-Rubin

The purpose of this paper is to describe and analyse the significance of the incidence of female principals in the urban sector of Eretz Israel, against the background of…

1827

Abstract

Purpose

The purpose of this paper is to describe and analyse the significance of the incidence of female principals in the urban sector of Eretz Israel, against the background of growing Jewish society, through the prism of which we can view the development of modern Hebrew education during the waning Ottoman rule.

Design/methodology/approach

In addition to the archival material, contemporary newspapers provided an important source, as did memoirs of prominent people that, to some extent, filled in the “gaps”, more on the running of the schools and less on the activities of the four principals.

Findings

A survey of the archival material reveals that the four women share biographical elements, their talents, personalities and education obtained abroad, style of school leadership and organization, not to mention their moral contribution to the education of girls in Eretz Israel.

Practical implications

One may point to other fields in which women began to play a more prominent role, based on European training and experience. For instance, in medicine and a modern approach to midwifery, From 1900, modern trained female doctors, nurses and midwives began to be employed in hospitals and private practices around the country, helping to radically reduce childbirth fatalities and allowing women to consult a woman practitioner where before they had been unwilling to expose themselves to men. Although a direct link between the earlier presence of female educational administrators and the entry of women doctors may be difficult to establish, the atmosphere had certainly begun to change.

Social implications

From that period on, during the British Mandate, and after the creation of the State of Israel, immense changes have been instituted. One can view the seeds of these changes as, at least in part, having been planted by the pioneering work of our four women. There were far reaching developments in the conception of female management from the time of the Ottoman rule through the period of the British Mandate.

Originality/value

This research shines a light on a forgotten world and pursues a phenomenon not yet revealed in Zionist historiography − the running of girls’ schools by women in the Jewish community, under the dying Ottoman regime. The study allows us a deeper insight into the historical educational processes that fashioned the profession of head teachers, via pioneering female principals. Female administration in a patriarchal society, with a hegemonic male orientation that placed man at the centre and woman as secondary, faced these problems, obstacles and opposition. Women who were appointed to run schools had to justify their position by imitating the “masculine” style of management and to carry out their work − both pedagogical and administrative − without organizational, social or emotional support. They suffered opposition, internal (their male teaching staff) and external (from patrons and the religious community) and the need to respond to their criticism.

Details

History of Education Review, vol. 44 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Book part
Publication date: 28 March 2006

Carmel U. Chiswick

Models the trade-offs between education in secular subjects, formal and informal, and the formation of religion-specific human capital. Explores some implications of…

Abstract

Models the trade-offs between education in secular subjects, formal and informal, and the formation of religion-specific human capital. Explores some implications of negative externalities between religious and secular education. Develops hypotheses about religious tensions in the American public school system and means of coping with them. Discusses some implications for social cohesion in a religiously pluralistic school system.

Details

The Economics of Immigration and Social Diversity
Type: Book
ISBN: 978-1-84950-390-7

Book part
Publication date: 16 September 2014

Hagit Ari-Am and Thomas P. Gumpel

This chapter describes the current state of special education in Israel as well as what the future holds with possible solutions to improve services for individuals with…

Abstract

This chapter describes the current state of special education in Israel as well as what the future holds with possible solutions to improve services for individuals with disabilities. Israel is a very complex society and, as such, the educational system is very complex as well. The development of the special education system in Israel will be described as well as the current policies. In addition, different service delivery models will be explained. Inclusionary practices in Israel will be discussed as well as the prevalence and incidence rates of different disabilities in Israel and how they have changed over time. Finally, different strategies and models for implementation of services will be described and the importance of teacher training to meet student needs will be highlighted.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Book part
Publication date: 7 December 2018

Alison Taysum and Khalid Arar

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England…

Abstract

This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.

Details

Turbulence, Empowerment and Marginalisation in International Education Governance Systems
Type: Book
ISBN: 978-1-78754-675-2

Keywords

Article
Publication date: 18 January 2011

Izabella Taler

This paper aims to provide an alternative method of building quality collections for Jewish Studies collection development professionals in small and medium‐sized academic…

Abstract

Purpose

This paper aims to provide an alternative method of building quality collections for Jewish Studies collection development professionals in small and medium‐sized academic libraries with highly restricted budgets.

Design/methodology/approach

Sources of Jewish Studies literary awards were identified and a detailed analysis of awarded books' subjects and the publishing sources was conducted.

Findings

The results show that awarded books cover a vast variety of subjects of interest to Jewish Studies collections. Since many of them are also published by academic presses, the use of identified Jewish Studies book award sources should be considered by bibliographers responsible for building Jewish Studies collections in non‐sectarian college libraries with very limited budgetary resources.

Practical implications

The “one stop” access to all award sources and awarded books provides an easy access to otherwise dispersed information.

Originality/value

The comprehensive list of awards, nominated and winning titles, as well as the subject analysis presented herein, is the first of its kind. This can be used by Jewish Studies bibliographers to build and improve their collections and can also serve as a model for building other interdisciplinary subject collections.

Details

Collection Building, vol. 30 no. 1
Type: Research Article
ISSN: 0160-4953

Keywords

Article
Publication date: 1 March 1984

Arnona Rudavsky

The compilation of a core collection for Jewish reference sources raises a number of questions which must be confronted and answered. Should a Jewish reference collection…

Abstract

The compilation of a core collection for Jewish reference sources raises a number of questions which must be confronted and answered. Should a Jewish reference collection be a listing of sources for the study of Judaism primarily as a religion, or primarily as a cultural group? Should the sources be leaning toward Biblical and Rabbinic studies or towards history, art, and music? For the purposes of this bibliography, I have chosen to concentrate on the cultural aspects of Judaism and Jews as a group to be studied. As such I have elected, somewhat arbitrarily, to exclude the primary sources of the study of Judaism as a religion, these sources being a Jewish version of an English translation of the Bible, an English copy of the Talmud, liturgies, and all of the supplementary primary sources which would be necessary. It is hoped, instead, that those items would be found in the religion section of the reference collection. Nevertheless, this core collection will provide the tools for any interested person seeking to include such sources in their Judaic reference collection.

Details

Reference Services Review, vol. 12 no. 3
Type: Research Article
ISSN: 0090-7324

Article
Publication date: 4 July 2018

Aviel Cogan and Konstantina Martzoukou

The purpose of this study is to investigate how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy…

Abstract

Purpose

The purpose of this study is to investigate how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL) as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers’ IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive CPD model.

Design/methodology/approach

The research adopted an interpretivist phenomenological perspective. Semi-structured in-depth interviews were conducted with six teachers to explore their IL experiences. Questions addressed the participants’ previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, IL practices and the differences between IL and CPD practices.

Findings

Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers’ everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found IL, CPD and learning to be inseparable, as they intersected within a single, organic situated learning practice of becoming an expert in context.

Originality/value

This study makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning and providing suggestions for future research. In addition, the study demonstrates alternative avenues for developing teachers’ IL and offers recommendations for supporting their CPD.

Details

Reference Services Review, vol. 46 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 9 April 2018

Khalid Arar, Muhammed Abu Nasra and Hassan Alshafi

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

Abstract

Purpose

The purpose of this paper is to examine the perceptions of parental involvement among 317 teachers in the Arab education system in Israel.

Design/methodology/approach

A questionnaire measured teachers’ attitudes regarding parents’ involvement in the school relating to pedagogy, resources, and control.

Findings

The findings show that Arab teachers perceive parents’ involvement as related to pedagogy and resources rather than control. In addition, the research results revealed that young teachers in terms of age, and seniority of teaching, and teachers who are not members of the management team demonstrated a stronger perception of the pedagogy and control components than did older and senior teachers and teachers who are members of the management team. However, older and senior teachers and teachers who are members of the management team had a stronger perception that parental involvement related to resources than did young teachers and teachers who are not members of the management team.

Social implications

Implications and directions for future research are discussed.

Originality/value

The paper contributes to our understandings of the different components that affect parental involvement in developing and minority societies.

Details

International Journal of Educational Management, vol. 32 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

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