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Audrey Addi-Raccah 《Educational studies》2004,30(2):145-158
A major shortcoming of macro-spatial research undertaken to date in Israel pertains to the neglect of state investment-related measures and the extent to which they mediate unequal opportunities to learn (OTL) and educational opportunities between localities. In the present study, OTL refer to class size and high-school tracking patterns. Educational opportunities refer to two measures: the school system's holding power and access to educational credentials. Two specific questions were raised in this respect: first, we looked into the extent to which the size and ethnic stratification of Israeli localities, and their differential dependence on state financial schemes, affect available OTL and educational opportunities. Second, we examined how a locality's OTL affect educational opportunities. The data on which the present study is based are aggregated at locality level and refer to 89 localities, of which 21 were Arab and 78 were Jewish. Bentler's EQS Structural Equation Modeling (SEM) program was applied to test the research questions. The findings suggest that locality characteristics and dependence on state finance directly affect both OTL and educational opportunities. However, the school system's holding power and access to educational credentials is affected by differential mechanisms. On the one hand, locality-level variables and average class size significantly affect the school system's holding power. On the other hand, access to educational credentials is affected primarily by a locality's ethnic affiliation and its dependence on state funding. The implications of these findings for educational policy and reform are then discussed. 相似文献
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This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel. A discriminant analysis found different profiles of teachers' attitudes toward parental involvement: resistant and negative attitudes characterized schools where parents were empowered. Ambivalent attitudes characterized schools with professional and bureaucratic modes of governance, and positive attitudes were found in schools with partnership governance. This implies that the latter mode of governance is a promising step toward a community-oriented approach. 相似文献
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Audrey Addi-Raccah 《British Educational Research Journal》2019,45(5):938-960
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social-affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio-affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches. 相似文献
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Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school socioeconomic status (SES) schools the percentage of students who participated in PT was higher compared to low SES schools. In high SES, schools with high PT intensity were characterized by high school achievements whereas in low SES, schools were characterized with low school achievements. PT seems to be a factor that increases the social distinction between high and low SES schools. In Israel, PT seems to create distinct ‘school enclaves’ that reproduce social inequality. 相似文献
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By integrating individual and contextual approaches, the present study examines gender differences in appointment to leadership positions in schools in three different educational sectors in Israel. Based on a sample of 10,733 Israeli high school teachers in two Jewish educational sectors and one Arab educational sector, we performed a set of multinomial logistic regressions. The main findings indicate that gender has an independent influence on the probability of entering various leadership positions in schools, even after controlling for personal characteristics and teaching fields. However, the patterns and the extent of gender inequality differ between the three sectors. The findings are interpreted in accordance with the glass ceiling and the queuing model approaches. We conclude that gender inequality is context bound and should be analyzed from this point of view. 相似文献
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Higher Education - This study identifies the factors that help doctoral students cope with difficulties in their studies, based on social reproduction theory and the anti-deficit approach. A... 相似文献
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