How do school-based ceremonies contribute to adolescents’ identity design? A case study in two Druze high schools

2020 ◽  
Vol 15 (3) ◽  
pp. 323-340 ◽  
Author(s):  
Randa Khair Abbas
Keyword(s):  
Education System ◽  
Central Place ◽  
Great Emphasis ◽  
School Based ◽  
Civic Pride ◽  
Emotional Dimensions ◽  
Israeli Education ◽  
Israel Defense Forces ◽  
Arabic Speaking

This article discusses the contribution of school-based ceremonies in two Israeli Druze schools to shaping identity and deepening the sense of citizenship among Druze students. The Druze have a unique position in Israel as opposed to other Arabic-speaking Israelis, serving in the army and generally maintaining high levels of patriotism. State ceremonies, especially the memorial ceremonies of the IDF (Israel Defense Forces), have gradually come to occupy a central place in the Israeli education system since 1948. The memorial ceremonies combine the cognitive and emotional dimensions. The historical information conveyed through them is combined with feelings of bereavement and loss and with stories of heroism and sacrifice. The study found that great emphasis is placed on these activities in the two Druze schools studied and that they strengthen the students’ Druze Israeli identity and sense of civic pride and responsibility, together with their unique Druze identity.

scholarly journals Equality and inclusion of the Palestinian minority in mixed Israeli schools: A case study of Jaffa's Weizman School

2014 ◽  
Author(s):  
Sabina Leoncini
Keyword(s):  
Education System ◽  
Interesting Case ◽  
The State ◽  
New Directions ◽  
The Future ◽  
Teachers And Parents ◽  
Israeli Education ◽  
Religious Nature

The Israeli education system is primarily shaped by the religious nature of the state, although there are some mixed schools where both Palestinian and Israeli children learn together. Jaffa is unique within the system due to its history and its Palestinian minority, and the Weizman School is an interesting case as parents are particularly involved in the school's choices. Several initiatives in Jaffa aim to cultivate a multicultural and egalitarian education, and their differing results are discussed here. The article suggests new directions for the future, taking into consideration the viewpoints that emerge from the interviews with teachers and parents.

scholarly journals The Sense of Self-efficacy - An Arab Teacher in a Jewish School

2016 ◽  
Vol 1 (2) ◽  
pp. 92
Author(s):  
Baratz Lea ◽  
Efrat Kass
Keyword(s):  
Education System ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Identity Conflict ◽  
Arab Women ◽  
Depth Interview ◽  
Jewish Schools ◽  
Jewish School ◽  
Israeli Education

This study seeks to present through a case study a new phenomenon that is still limited in scope, but is taking shape within the Israeli education system. It is that of Muslim Arab women who choose to teach in Israeli Jewish schools. The article presents the case study of such a teacher. The purpose of the article is to analyze the subject’s perceptions, beliefs and feelings in the context of her place within the Israeli education system and the understanding of the mechanisms she employs to reinforce her sense of self-efficacy in coping with the identity conflict deriving from being an Arab teacher in a Jewish high school. The study is interpretative in nature and examines how the Muslim Arab teacher perceives her integration while relating to the experiences with various bodies (administration, colleagues, students and parents). The study is based on an open in-depth interview with the teacher. Findings indicated how tools relating to her personal sense of self-efficacy help her bridge the gap between her professional and personal identities.

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

2019 ◽  
Vol 4 (6) ◽  
pp. 1267-1282
Author(s):  
Jessica Salley ◽  
Sarah Krusen ◽  
Margaret Lockovich ◽  
Bethany Wilson ◽  
Brenda Eagan-Johnson ◽  
...  
Keyword(s):  
Brain Injury ◽  
Medical Setting ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Team Members ◽  
School Activities ◽  
School Based ◽  
Language Pathology ◽  
Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Soft Skills among Students: A Case Study of UiTM Cawangan Kelantan

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Muhammad Faizal Samat ◽  
Norazlan Annual ◽  
Raznee Atisya Md Rashidi
Keyword(s):  
Problem Solving ◽  
Unemployment Rate ◽  
Significant Influence ◽  
Education System ◽  
Communication Skill ◽  
Soft Skills ◽  
Team Building ◽  
Leadership Skill ◽  
Quality In Education

This article contributes to ongoing debates about soft skills among students. In 2017, the unemployment rate in Malaysia was at 3.42 percent as compared to 2.85 percent in 2014. Education system must aim towards employability and ensure quality in education to reduce the percentage of unemployment. Thus, this study aims to investigate the development of soft skills among students through co-curriculum activities in UiTM Cawangan Kelantan. The sample were 113 students from UiTM Cawangan Kelantan. Questionnaires adapted from previous research to measure the communication skill, problem solving skill, team building skill, leadership skill and soft development of soft skills among students through co-curriculum activities. SEM-PLS 3.0 were employed in this study. The findings revealed only team building skill has significant influence on developments of soft skills among students through co-curriculum activities. However, the study indicates that communication skill, problem solving skill and leadership skill are not significant towards development of soft skills among students through cocurriculum activities.

scholarly journals Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

2021 ◽  
Vol 10 (3) ◽  
pp. 111
Author(s):  
Ephrat Huss ◽  
Smadar Ben Asher ◽  
Tsvia Walden ◽  
Eitan Shahar
Keyword(s):  
Lived Experience ◽  
Single Case ◽  
Refugee Children ◽  
Refugee Camps ◽  
Arts Based Research ◽  
Whole School ◽  
School Based ◽  
Research Interviews ◽  
Post Disaster

The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

“I am not a guinea pig”: Parental opportunity hoarding and tracking reform in Germany

2021 ◽  
Vol 16 (1) ◽  
pp. 64-82
Author(s):  
Lana Apple ◽  
Mira Debs
Keyword(s):  
Social Capital ◽  
Discourse Analysis ◽  
Guinea Pig ◽  
Education System ◽  
Educational Inequality ◽  
Tracking System ◽  
School Structure ◽  
Student Background ◽  
Achievement Outcomes

PISA test data from 2000 to today have shown Germany’s education system is one of the most inequitable within the OECD, with high correlations between student background and achievement outcomes. Scholars have identified the highly differentiated school structure, which tracks students as young as 10 years old, as a central cause. This scholarship has not evaluated why German tracking has proved difficult to reform over the last 20 years, despite evidence of negative outcomes. Using a case study of parents’ actions in Hamburg, this paper employs a discourse analysis of debates surrounding a tracking reform to argue that opportunity hoarding—that is, parents with more social capital maintaining certain advantages through ingrained systems that are theoretically open to all—may contribute to why Germany’s early tracking system persists despite evidence showing that it increases educational inequality. The findings presented have implications for an international discussion of tracking reform and opportunity hoarding.

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