This book presents a comprehensive evaluation study of elementary education in Israel conducted over several years and completed in 1977. The study concentrates on Jewish schools, but some data are presented from parallel studies in the Arab Schools. A notable feature of the study is its unusually large scope both in size and content. It sampled nearly ten percent of Jewish schools and fifteen percent of Arab schools. The content includes a great variety of areas: cultural origins, home conditions and socialization patterns of pupils, conditions and practices in schools, teachers' and principals' backgrounds and their attitudes toward central issues in education, pupils' personality characteristics and motivations related to school experience, their learning abilities and achievements in five major school subjects. Special emphasis is given to the disadvantaged pupils, and an examination of the problem of equality of educational opportunity. This study's uniqueness lies in a novel approach in the measurement and analysis of scholastic achievements. Like all studies in the "psychometric" tradition, it places pupils in a position related to an advantaged pupil group. But test construction and most data analyses were carried out by the criterion-reference approach combined with a notion of "master learning." This enabled presentation of the absolute achievement level of a pupil or a pupil group vis-a-vis the optimal and minimal requirements of the curriculum and each school subject, as well as for its various content area. This approach permits much more than the traditional methods, utilization of results for deliberation and revision in educational policies. This applies particularly to curriculum construction and methods of instruction. It may also lead to a more appropriate definition of the disadvantaged pupil. Five chapters of the study present a historical review and sociological analysis of the problems of Israeli education and deal with specific methodological considerations. The twelve following chapters present detailed results and analysis for each topic of investigation.

Until recently, issues surrounding ethnic-linked inequality, whether between Jews and Arabs or between Jewish ethnic groups, have dominated research on stratification in Israel to the exclusion of other dimensions. Rapidly growing inequality in Israeli society, and its intergenerational persistence, however, have generated several new trends in research. The chapters included in this volume represent the range and depth of recent developments in the study of social stratification, mobility, and inequality. Although they address a variety of issues, they have in common a focus on the institutional mechanisms that govern the allocation of rewards.

This authoritative, state-of-the-art reference work builds on its first edition to provide a cutting-edge systematic review of the relationship between race/ethnicity and educational inequality. Studying 25 different national contexts drawn from every inhabited continent on earth and building upon material from the earlier edition, the work analyses educational policies, practices and research on minority students, immigrants and refugees. The editors and contributors explore principal research traditions from countries as diverse as Argentina, China, Norway and South Africa, examining the factors promoting social cohesion as well as considerations regarding the use of international test score data. Seamlessly integrating findings of national reviews, the editors and contributors analyse how national contexts of race/ethnic relations shape the character and content of educational inequalities, and deftly map out new directions for future research in the area. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of education, sociology, race and ethnicity studies and social policy. Chapter 20 of this book is available open access under a CC BY 4.0 license at SpringerLink (https://link.springer.com/chapter/10.1007/978-3-319-94724-2_20)

Entries from thousands of publications whether in English, Hebrew, Yiddish, and German on all aspects of Jewish education from pre-school through secondary education. This book contains entries from thousands of publications whether in English, Hebrew, Yiddish, and German—books, research reports, educational and general periodicals, synagogue histories, conference proceedings, bibliographies, and encyclopedias—on all aspects of Jewish education from pre-school through secondary education

Groups in Contact: The Psychology of Desegregation uses the contact hypothesis as a point of departure and provides new data obtained in a variety of social contexts. The contact hypothesis states that attitudes toward a disliked social group will become more positive with increased interpersonal interaction. The various chapters provide a picture of the desegregation process as a complex interplay between the cognitive processes within the individual and the structural features of the social environment. What emerges is an expanded theory of contact based on social categorization and social comparison processes. The book is organized into three parts. The chapters in Part I deal with issues of intergroup contact in a wide range of cultures and settings, each focusing on a particular social or political factor that influences receptivity to intergroup interaction and affects its outcomes. The chapters in Part II review the effects of specific interventions that have been introduced into desegregation settings with the intent of improving intergroup acceptance in those settings. Part III provides a systematic integration of the preceding chapters within a common theoretical framework. Although this book is written primarily from the perspective of social psychology, it is intended for students of intergroup relations in all disciplines. It was also written with policymakers, as well as social science researchers, in mind.

Published in the year 1984, School Desegregation is a valuable contribution to the field of Education.

In this groundbreaking handbook, more than 60 internationally respected authorities explore the interface between intelligence and personality by bringing together a wide range of potential integrative links drawn from theory, research, measurements, and applications.