Israel: Gaps in Educational Outcomes in a Changing Multi-Ethnic Society

Resh, Nura; Blass, Nachum

doi:10.1007/978-3-319-94724-2_16

Cited by 13 publications

(3 citation statements)

References 45 publications

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“…Case 2: The absorption of Ethiopian Jews -The absorption of Ethiopian Jews in the Israeli educational system is a second case used to assess the level of coordination among governmental offices comprising a centralized governance system. Between 1979 and 1984, and especially during the 1990s, large waves of Ethiopian Jews were flown to Israel, in operations organized by the Israeli government (Resh and Blass, 2019). In 2016, the Ethiopian group comprised about 136,600 people, of whom about 55,300 are "second-generation" Israeliborn youngsters (CBS, 2016).…”

Section: Coordination Among Policy Plans Initiated By the Ministry Of Education And Other Governmental Ministriesmentioning

confidence: 99%

“…In 2019, about half of the Ethiopian students are studying in public religious schools (Machluf et al, 2019). Their dark skin and low economic and human capital marked them as a distinct group that experiences informal discrimination (Resh and Blass, 2019).…”

Section: Coordination Among Policy Plans Initiated By the Ministry Of Education And Other Governmental Ministriesmentioning

confidence: 99%

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Educational centralization as a catalyst for coordination: myth or practice?

Nir

2020

JEA

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PurposeUsing a document analysis methodology, the study analyzes official policy documents produced by the centralized Israeli Ministry of Education and by the State Comptroller responsible for reviewing the Israeli government's policies and operations. Coordination is assessed using three lenses: coordination among policy plans initiated by different governmental ministries; coordination among policy plans initiated by the Ministry of Education; and coordination within policy plans, referring to the congruence among various components comprising a particular policy.Design/methodology/approachFollowing previous studies testifying to the significance of coordination for organizational effectiveness and to the contribution of centralized structures for coordination, the current study attempts to assess whether centralized complex educational systems exhibit coordination among their articulated policy plans.FindingsIn spite of the highly centralized nature of Israeli governance, coordination among policy plans articulated by different governmental ministries is limited. This also applies to the coordination found among various educational policy plans or among various components comprising particular policy plans articulated by the Ministry of Education.Originality/valueWhile centralized structures produce administrative bottlenecks creating ideal grounds for coordination, it appears that the assumed connection between centralization and coordination may not be applicable to educational systems and that coordination among and within policy plans in complex systems is not a zero-sum game. Implications are further discussed.

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Section: Coordination Among Policy Plans Initiated By the Ministry Of Education And Other Governmental Ministriesmentioning

confidence: 99%

Section: Coordination Among Policy Plans Initiated By the Ministry Of Education And Other Governmental Ministriesmentioning

confidence: 99%

Educational centralization as a catalyst for coordination: myth or practice?

Nir

2020

JEA

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“…Arab students have less contact with native English speakers and there are very few Arab teachers of English who are native or near-native speakers of English (Amara, 2014). Despite the improvement in Arab students' achievements in the Bagrut (matriculation) tests in recent years, the disparities between their achievements and those of their Jewish counterparts are still high (Resh & Blass, 2019). It could therefore be the case that teachers' motivational strategies work differently in this context, which is quite different from the contexts of many of the previous studies on the issue.…”

Section: Literature Reviewmentioning

confidence: 99%

Motivational Strategies in the English Classroom: The Case of Arab Learners in Israel

Keblawi¹

2020

INT J EDUC METHODOL

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Decline in students' motivation to learn languages remains a vexing issue for teachers and educators. Among a myriad of factors that affect student motivation, teachers' practices appear to play a very dominant role. This has been reflected in the rising number of studies that examine teachers' motivational strategies. This study aims to determine the specific teacher strategies which are most likely to positively affect the motivation of Arab learners of English from the perspective of learners. Some 400 teenage learners of English responded to an open-ended question in which they were asked to freely describe the strategies their teachers used that motivated them to learn. The results of the study suggest that the majority of students prefer strategies that promote communicative uses of the language to ones that focus on grammar or emphasize learning through texts. Many students also reported that they had more interest in studying English when their teachers integrated technology. It is therefore recommended that teachers give more weight to these motivating strategies by incorporating more communicative use of English and more technology into their lessons.

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Contemporary Discourse in Education Policy in the Twenty-First Century: Problems

Berkovich

2021

Education Policy, Theories, and Trends in the 21st Century

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Israel: Gaps in Educational Outcomes in a Changing Multi-Ethnic Society

Cited by 13 publications

References 45 publications

Educational centralization as a catalyst for coordination: myth or practice?

Educational centralization as a catalyst for coordination: myth or practice?

Motivational Strategies in the English Classroom: The Case of Arab Learners in Israel

Contemporary Discourse in Education Policy in the Twenty-First Century: Problems

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