This study is part of an international project that tracks the expansion of international education in a number of countries. Recently, an Israeli-French school was opened on the legendary campus of the Mikve Israel agricultural school; it prepares students for the French baccalauréat and for the Israeli bagrut matriculation exams.
The research will identify global and local forces that encourage the spread of international education in Israel, while focusing on the Israeli-French school. These global forces include the increasing movement of people between countries, the global economy, the global labor market, and the privatization of education.
In the past, international schools provided a sense of belonging to children whose parents changed their country of residence. The process of globalization has dramatically increased the number of families that have moved to a new country and has increased the demand for international schools. In recent years, there has been a similar increase in the demand by national elites and the middle class to give their children an international education. International education is presented as a prerequisite for the best jobs. Moreover, whereas in the past international education was provided mainly in elite private schools, during the past two decades we have seen increased interest in international curricula and international tracks in state-funded schools.
In order to study the spread of international education, this research focuses on Canada, where there are a number of international schools granting credits that can be applied towards a bachelor’s degree (the International Baccalaureate, or IB), and where many local schools have adopted this program over the years. The goal of the research is to understand the national context, including the social, political, cultural, and educational conditions that have made this integration possible.
Doctoral dissertation of Afnan Masarwah; Advisor: Prof. Tamar Rapoport
The goal of this study is to analyze the proliferation of development and intervention programs dealing with parenting and family aimed at women and to examine the effects of such programs. The research is being conducted among Palestinian women living in the severely underdeveloped village of Umm Tuba.
European Union and the Ministry of Industry, Trade, and Labor
This study seeks to discover the reasons for vocational schools’ success in attracting students (dropouts and non-dropouts) and ensuring social inclusion in the extremely competitive Israeli educational system.
It will focus on three vocational schools in Israel: (1) the Yuval School (Jerusalem), which focuses on communications technology and serves youth who have dropped out from other schools; (2) the Mofet School (Acre), which emphasizes the importance of its students’ entrepreneurial capabilities; and (3) the Joseph Harmatz ORT College, Givat Ram (Jerusalem), an elitist professional school with students on a high academic level, whom it steers towards the hi-tech sector.
This is a longitudinal study of the dynamics of the development over time of a sense of belonging in migration situations, based on an analysis of immigrants’ personal stories. Repeat in-depth interviews were conducted with 40 Jewish immigrants from Russia who arrived in Israel in the early 1990s and whom we interviewed in an early stage of the research when they were students at the University in the mid-1990s.
The current study examines the shifts in the immigrants’ sense of belonging during the first decade after immigration, as they entered the adult world. In other words, the goal is to uncover the influence of the subjects’ sense of identity and spheres of activity on these transitions and the mutual relations between these transitions and background demographic factors (such as gender, occupation, family status, and political leanings).
The Israel Adult Education Association together with JDC Israel and Tevet (Momentum through Employment)
Teaching Hebrew as a Second Language to Ethiopian Israeli Adults was implemented in 2009–2010 as a pilot program in three localities in Israel: Netanya, Petah Tikva, and the Haifa suburbs. The Israel Adult Education Association, together with JDC Israel and Tevet, selected organizations with expertise in the field to run different models of the program in various cities.
There were three classes in each location (a total of nine classes).The program’s target group comprised adult immigrants who were illiterate in their mother tongue. In order to meet the very particular needs of this population, all components of the program had to be adjusted and adapted accordingly, including the objectives, curricula, and teaching methods.
Essentially an immigrant society, taking in immigrants from many different countries, Israel has developed over the years into a multicultural and multilingual society in which both veteran Israelis and new arrivals face challenges of intercultural interactions, acculturation, and integration into a new society. Research that dealt with young immigrants from the former Soviet Union who were studying at six Israeli universities (Golan-Cook, 2007) led to the development of a theoretical model that reflects the ties woven between two aspects of acculturation: emerging orientations of social and cultural identity and explicit bilingual tendencies (attitudes about and views of linguistic ability in both languages, as well as linguistic behavior).
The current research study examines the extent to which this model can be applied to a similar sample of Ethiopian-Israeli university students and how it can be updated to better reflect the experiences of this immigrant group.
European Cooperation in the Field of Scientific and Technical Research (COST)
Femicide is a leading cause of premature death for women globally, distinct from homicide and other forms of gender violence. Femicide research is abundant in the United States. In Europe, agencies have funded initiatives on gender and violence but not specifically on femicide. Research is in its infancy and uncoordinated. It requires an interdisciplinary approach, focusing on victim and perpetrator, upon cultural (e.g.“honour killings”) and psychological causes, and on societal issues.
Dr. Weil will establish the first pan-European coalition on femicide with researchers who are already studying the phenomenon nationally, in order to advance research clarity, agree on definitions, improve the efficacy of policies for femicide prevention, and publish guidelines for the use of national policy-makers.
Cooperation with Efrat Noy (Master’s student), Tali Friedman (Doctoral student)
The study investigates the connection between gender and football fandom. Research on the subject, especially on female fans, is extremely limited. This study raises questions related to, inter alia, the socialization of children and women to football fandom and the ways in which the “habitus of fandom” takes root within them; the practices of female fandom and their experiences of fandom; and the way in which male fans view women fans and their fandom.
The Institute has created a unit offering universities and other institutions and organizations research survey and program evaluation services, including survey design, data collection, data analysis, report writing, and presentations.
Surveys and forms are available in a various formats, including online computer surveys, tablet surveys, smart phone surveys, and traditional paper surveys. Services also include conducting qualitative interviews, taking field notes, simultaneous translation, polls, audio and video, randomized experiments, and a variety of qualitative feedback. Data is stored on the Institute’s secure server, which enables email distributions, social media distribution, telephone distribution, and automatic reminders.
The NETA tutoring program operates in Yavneh with the aim of helping families in the Ethiopian community with children (ages 2-5 years old) to be prepared for entry into the formal education system. The program focuses on cognitive and language skills, such as counting, identifying colors and matching them with objects, vocabulary acquisition and listening to stories. In that the main program focus is literacy, it is important to monitor the children’s cognitive development and their use of literacy over time. The children are tested via an evaluation kit developed especially for the program, focusing on basic cognitive activities for this age group. The kit is used three times a year to accurately assess each child’s progress. When the children begin compulsory kindergarten, their results are compared with those of other children who did not participate in the program.
This study combines issues of motivation and gender in the interactive learning of scientific concepts. Initial results indicate that university students who are involved in a common search for an agreed-upon solution do not learn more in pair interactions than do those who try to demonstrate that they are more competent than their colleagues. This result is extremely surprising. However, both groups learn more than students who refrain from exposing their weakness.
A look at the gender aspect paints a very different picture. With pairs of boys, competitiveness harms achievement. Among girls, by contrast, competition is beneficial. Observations of interactions suggest an even more complicated picture, since it appears that competitive girls combine competitiveness and cooperation, whereas interactions between competitive boys do not result in cooperation.
De-Groot Reuma, Dr ; Drachman Raul, Dr ; Schwarz Baruch, Prof
The SCIPIENS Initiative is an outcome of the belief that many things can be done to promote science education around the world, and particularly in developing countries.
SCIPIENS addresses science education from a special viewpoint, in which scientific information is not learned in isolation, but rather along with the acquisition of abilities (or life skills) that make a contribution to and are expressed beyond the limited context of the school science curriculum.
The main objective of the survey is to provide current information regarding the state of English language education in Israel. Its practical goal is to examine whether the Israeli English language curriculum as implemented in various parts of the country achieves its objectives. In other words, do graduates of the Israeli education system leave the system with the appropriate knowledge and necessary tools for academic study and social functioning that is relevant for our time?
A look at the results of the bagrut (matriculation) exam shows that the goal is only partially achieved. Among Arabic-speaking and Ethiopian Israeli students, the results are even lower. There is also increasing dissatisfaction with the level of high-school graduates’ academic English, as demonstrated by results of the psychometric exam.
Cooperation with Dr. Amnon Carmon (Sapir Academic College and the David Yellin Academic College of Education)
There is widespread agreement among researchers and educators working in the field as to the central role played by principals in leading pedagogical change in schools. At the same time, it is also well known that effective teaching is a crucial element in improving pupils’ scholastic achievements. Given these two assumptions, in recent years the demand has risen that principals be “pedagogical leaders.”