Students, Schools, and Enrollment in Science and Humanity Courses in Israeli Secondary Education

1997 ◽  
Vol 19 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Hanna Ayalon ◽  
Abraham Yogev
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Secondary Education ◽  
Ethnic Group ◽  
School Policy ◽  
Individual Characteristics ◽  
Academic Track ◽  
Multi Level ◽  
Humanities And Social Sciences ◽  
Level Analysis

This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the privileged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students’ characteristics are the major determinant of course-taking in mathematics and the sciences, whereas school policy is central regarding the humanities and social sciences. The article discusses social implications of the findings.

Mathematics and Sciences Course Taking Among Arab Students in Israel: A Case of Unexpected Gender Equality

2002 ◽  
Vol 24 (1) ◽  
pp. 63-80 ◽  
Author(s):  
Hanna Ayalon
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Gender Inequality ◽  
Female Students ◽  
Disadvantaged Groups ◽  
The Poor ◽  
Academic Track ◽  
Arab Students ◽  
Arab Schools ◽  
Advanced Courses

Using multilevel analysis on a sample of academic-track 12th graders in 1989, this article compares gender inequality in course taking of mathematics and sciences in Arab and Jewish high schools. The findings show that gender inequality is almost nonexistent in Arab schools, whereas it is very prominent in Jewish, particularly secular, schools. The differences in gender inequality are explained by the differences in the curriculum. In contrast with Jewish high schools that offer a rich curriculum, Arab schools offer few advanced courses in humanities and social sciences. Consequently, male and female students who wish to take advanced courses have to choose mathematics and sciences. The findings point to a sociological paradox; the poor curriculum of Arab high schools enhances the chances of Arab female students to be exposed to highly valued knowledge. These findings shed an additional light on the beneficial effect that a restricted curriculum can have for members of disadvantaged groups.

scholarly journals A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum

2020 ◽  
Vol 8 (4) ◽  
pp. 25-44
Author(s):  
Edwin B. Estrera
Keyword(s):  
Social Sciences ◽  
High Schools ◽  
Social Science ◽  
Science Teachers ◽  
Learning Process ◽  
The Philippines ◽  
Core Courses ◽  
Humanities And Social Sciences ◽  
Teaching Learning ◽  
K To 12

This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

The ‘Gender Face’ of Job Insecurity in France: An Individual- and Organizational-Level Analysis

2021 ◽  
pp. 095001702199567
Author(s):  
Clotilde Coron ◽  
Géraldine Schmidt
Keyword(s):  
Linear Models ◽  
Job Insecurity ◽  
Individual Characteristics ◽  
Organizational Level ◽  
Workforce Management ◽  
Organizational Variables ◽  
Multi Level ◽  
Precarious Situation ◽  
Precarious Jobs ◽  
Level Analysis

Admittedly, women have a more precarious situation on the job market than men, which would suggest that they feel more insecure. However, literature on subjective job insecurity (JI) is contradictory about the effect of gender on JI. This could be explained by both individual characteristics and labour market gendered segregation – the companies in which women and men work do not have the same characteristics, particularly in terms of strategy and workforce management. Previous literature on JI rarely addresses this phenomenon. We propose to better understand the ‘gender face’ of subjective JI combining individual and organizational characteristics. We utilize data from the 2017 REPONSE survey and generalized linear models, notably multi-level models. Our findings reveal that, although women hold more precarious jobs, they work in more protective organizations. Consequently, while women report an average lower level of JI, this difference disappears when controlling for individual and organizational variables.

Formation of Educational Space by Means of Metasubject and Interdisciplinary Concepts in the Subjects of Humanities and Social Sciences

2017 ◽  
Vol 5 (4) ◽  
pp. 17-23
Author(s):  
Коростелева ◽  
A. Kororsteleva ◽  
Крючкова ◽  
E. Kryuchkova ◽  
Французова ◽  
...  
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Basic Education ◽  
Educational Standards ◽  
Teacher Student ◽  
Component Skills ◽  
General Training ◽  
Multi Level ◽  
Humanities And Social Sciences ◽  
Basic Approaches

The paper deals with an overview of metasubject and interdisciplinary concepts included in the educational space of the subjects of humanities and social sciences (history, geography, social sciences), as well as the basic approaches to the understanding of this conceptual series. A modern educational space is a multi-aspect complex-structured concept. Aside from including an information education component, skills gained in the learning process, as well as multi-level environmental infl uence on all space of its formation (ICT, etc.), the system of teacher-student and person-environment interrelationships itself, a modern educational space also admits the importance of general training concepts exploration by students. In basic school, the concepts (metasubject, interdisciplinary, subject) are formed systematically and by stages, considering the requirements of educational standards to the results of basic education. It also off ers methodical approaches to working with these concept clusters.

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