Civics curriculum in Arab schools: Teachers facing ethical and ideological dilemmas in the classroom

2021 ◽  
Author(s):  
Rabah Halabi
Keyword(s):  
Arab Schools

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

scholarly journals Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs

2018 ◽  
Vol 41 (1) ◽  
pp. 171-181
Author(s):  
Enas Majadley
Keyword(s):  
Special Needs ◽  
Design Research ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Mainstream Teachers ◽  
Teachers Perceptions ◽  
Integration Program ◽  
Arab Schools ◽  
Teachers Attitudes ◽  
Arab Education

SummaryThe program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.

scholarly journals Education across the divide: Shared learning of separate Jewish and Arab schools in a mixed city in Israel

2017 ◽  
Vol 13 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Shany Payes
Keyword(s):  
Northern Ireland ◽  
Social Cohesion ◽  
Educational System ◽  
Educational Approach ◽  
Shared Learning ◽  
Face To Face ◽  
Arab Schools ◽  
Life Education ◽  
The Impact ◽  
The City

This article examines the impact of contact-based educational encounter strategies of shared learning on Jewish–Arab relations in Israel. It analyses a programme of education for shared life that takes place in a mixed (75% Jewish/25% Arab) city at the centre of Israel since 2012. The programme aims to mitigate Jewish–Arab relations in the city amidst tensions resulting from the Israeli–Palestinian conflict, unequal power relations and hostilities between the groups. Uniquely, it assimilates shared life education into the generally separate educational system in the city, and uses methods of shared learning – adopted and adjusted in part from an educational approach developed in Northern Ireland. Given the inequalities between Jews and Arabs in Israel, in education as well as more generally in socioeconomic parameters, this article studies the prospects of success in achieving educational and social cohesion goals through face-to-face contact and shared learning. The research is based on over 25 interviews as well as observations throughout the programme’s activities.

scholarly journals Implementation of Human Rights Principles in School Administration: Perceptions of Principals and Teachers of Arab Schools at Jerusalem Governorate

2012 ◽  
Vol 6 (1) ◽  
pp. 37
Author(s):  
Mohammad A. Abdeen ◽  
Eman Reyad Mustafa
Keyword(s):  
Human Rights ◽  
Random Sample ◽  
School Administration ◽  
Validity And Reliability ◽  
Human Right ◽  
Teachers Perceptions ◽  
Item Questionnaire ◽  
Job Title ◽  
Arab Schools ◽  
Academic Year

This study was undertaken during the 2009 /2010 academic year to explore the Arab schools principals' and teachers' perceptions of the degree to which human rights principles were implemented in school administration in Jerusalem Governorate. A stratified random sample of (36) principals, and (475) teachers was chosen; and a 54-item questionnaire covering five fields of human right was developed to solicit data. Both the validity and reliability of the questionnaire were examined. Results showed that the application of human rights principles in school administration -as perceived by principals and teachers- was “moderate”. Results also showed that there were no statistical significant differences (α ≤ 0.05) between the means due to gender, educational qualification, years of experience, and supervising body; while significant differences were found between means due to job title and school stage. 

scholarly journals The Implementation of the Educational Consultation Method in Arab Schools in Israel from the Perspective of Teachers

1970 ◽  
pp. 421-434
Author(s):  
S. Izabel Ramadan
Keyword(s):  
School Environment ◽  
Problem Solving Skills ◽  
Professional Advice ◽  
Effective Implementation ◽  
Intervention Process ◽  
Arab Schools ◽  
The Times ◽  
Professional Resources ◽  
Depth Interviews

The role of the educational counsellor in schools has undergone modification in response to recent changes in social, familial and pupil characteristics. The traditional, one-on-one approach has gradually been replaced with collaborative methods that are more in keeping with the times, more comprehensive and more proactive. One method of collaborative teaming that has increasingly found its way into schools is consultation. This is an indirect intervention process based on interaction between counsellors (“consultants”) and teachers (“consultees”) where the former provide professional advice, within their fields of specialization, for dealing with specific problems encountered by teachers in their day-to-day work. It is meant to support teachers in dealing with the demanding school environment by primarily working directly with them rather than with pupils and by providing important professional resources and problem-solving skills. My research examined this method from the perspective of teachers in Israeli schools in Nazareth, where the student population and the teachers are Arab. Data were collected using in-depth interviews. Among other things, the results indicated a willingness on the part of teachers to adjust to new methods but pointed to systemic obstacles to effective implementation.

scholarly journals The Impact of Using the Mathematical Modeling in Communication and Mathematical Achievement in Preparatory School Students

2021 ◽  
Vol 58 (2) ◽  
pp. 5482-5492
Author(s):  
Yousef Methkal Abd Algani , Wafiq Hibi , Younes Abo Al-Haija
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Achievement ◽  
School Students ◽  
Mathematical Communication ◽  
Preparatory School ◽  
Arab Schools ◽  
Prep School ◽  
And Control ◽  
The Impact ◽  
Academic Year

The research aims to know the impact of using Mathematical Modeling in achievement and developing mathematical communication skills. The research sample consists of 42 prep school students in Arab schools in Israel in the academic year 2019-2020. The researcher follows the experimental curriculum. The students were divided into two experimental and control groups; the two groups were equalized in the pre-mathematical achievement. The research concludes that there is efficiency for mathematical modelling in mathematical communication and achievement favoring the experimental group. The researcher introduces recommendations and suggestions that contribute to achieving mathematical communication and developing its mathematical ability.  

scholarly journals Arab American College Students: What Predicts Their Engagement with the Israeli/Palestinian Conflict?

2018 ◽  
Author(s):  
Manal Yazbak Abu Ahmad ◽  
Adrienne Dessel ◽  
Noor Ali
Keyword(s):  
College Students ◽  
Jewish History ◽  
College Campuses ◽  
Arab American ◽  
Growing Up ◽  
Dependent Variables ◽  
History Of ◽  
Jewish Students ◽  
Arab Students ◽  
Arab Schools

Arab and Jewish U.S. college students are impacted by the Israeli/Palestinian (I/P) conflict and heated interactions among students have erupted across campuses. There is a dearth of research on Arab American student perspectives on this conflict and on their interactions with Jewish students in higher education settings. This study seeks to further our understanding of these topics by reporting on a quantitative survey of Arab American college students (n=66). We examined dependent variables of Arab students seeking education on the I/P conflict, and interest in collaborating with Jewish students for peace. Independent variables were gender, religion, having Jewish friends, learning about Jewish history of oppression, growing up in Arab schools and communities, and parents’ and own views about Palestine. Multiple regression analysis indicates being male, believing Palestine is important, learning about Jewish history of oppression, and having parents with pro-Palestinian and anti-Israel attitudes predicted students’ seeking out education about the conflict. Being male, Christian, having friends who are Jewish and wanting opportunities to talk with Jews about the conflict predicted higher interest in Arab students’ wanting to collaborate with Jewish students for peace. Implications for working with these two groups on college campuses given both the tensions in the Middle East and experiences of Arab American college students are discussed and future recommendations are made for educational settings.

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