Capturing the dynamics behind the narrowing achievement gap between Hebrew-speaking and Arabic-speaking schools in Israel: findings from TIMSS 1999 and 2003

Zuzovsky, Ruth

doi:10.1080/13803610801896562

Cited by 14 publications

(8 citation statements)

References 20 publications

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“…Based on a comparison between the Israeli data from TIMSS 1999and TIMSS 2003, Zuzovsky (2006 reported somewhat surprising findings. Despite the ongoing inequality between the Jewish and Arab sectors in Israel noted above, a narrowing of the gap in mathematics achievement in favour of Arab students was found.…”

Section: Contextualising the Studymentioning

confidence: 81%

“…Specifically, the increase in the mean scores in mathematics over the period was three times higher in Arabic-speaking schools (68 points) than in Hebrew speaking ones (23 points), reducing the achievement gap from one standard deviation in 1999 to a half a standard deviation in 2003. Zuzovsky (2006) maintained that the factors leading to this change stemmed from a change in Government policy in the 1990s, as well as the subsequent increase in enrolment rates and reduction of dropouts in the Arab sector. In addition, Zuzovsky (2006) argued that: the higher achievement gains of the Arab sector seem to be a result of adopting mainstream pedagogy in… the conceptual approach in mathematics…[which] did not exclude more traditional, still very effective, modes such as the computational mode and listening to lectures, which provide students in Arabic-speaking schools with suitable instruction (p. 28).…”

Section: Contextualising the Studymentioning

confidence: 97%

“…As noted earlier, Kashti (2007) reported that Israel Jewish males outperformed females in mathematics, a trend common around the world, but that Israeli Arab females outperformed males. During the 1990s there was increased investment in the Arab educational sector (Zuzovsky, 2006) and it would appear to have had a longer term effect. On the other hand, the recently announced PISA (2006) results revealed that ''Australian males performed significantly higher than Australian females.…”

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confidence: 99%

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Israeli Jewish and Arab students’ gendering of mathematics

Forgasz

Mittelberg

2008

ZDM Mathematics Education

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Section: Contextualising the Studymentioning

confidence: 81%

Section: Contextualising the Studymentioning

confidence: 97%

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confidence: 99%

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Israeli Jewish and Arab students’ gendering of mathematics

Forgasz

Mittelberg

2008

ZDM Mathematics Education

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“…Previous studies have shown that the diglossic nature of Arabic affects linguistic processes, including phonological awareness, reading words and spelling among native Arabic speakers (Abu Rabia & Taha, 2004;Saiegh-Haddad, 2003, 2004. This complicated linguistic situation was also found as the main cause for low reading achievements among Arab-speaking students in Israel in PIRLS 2006 tests (Zuzovsky, 2008).…”

Section: Phonetic and Phonological Characteristics Of Arabicmentioning

confidence: 87%

Spelling Development among Triangle versus Native Bedouin Arabic Pupils

Fragman

2014

WJE

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This study compared spelling development of consonants (guttural: /ḥ/, uvular-velar: /q/ and /ġ/, emphatic: /ḏḍ/, /ṯṭ/, and /ðҐ, and dental: /ṯ/) in the written form of Arabic among native Bedouin Arabic speakers from north and southern Israel (N=666), versus native Arabic pupils from the triangle (N=153), learning in second, fourth, and sixth grades. Three tasks were constructed for this study: real word dictation, pseudo-word dictation, and real word recognition. The results show significantly higher scores for spelling among pupils from the triangle versus Bedouin pupils from southern and north Israel in the second grade. Also, Bedouin males from southern Israel scored significantly less than their female counterparts in the group and from all other male pupils who participated in this study at all ages. It is suggested that the gap is unnecessarily gender-oriented, but mainly affected by socio-economic aspects and by the lack of appropriate teacher training for this community.

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“…Examples can be drawn from comparative studies of mathematics education. For example, it has been argued that descriptions of mathematics education in East Asia cannot easily be done in terms of the distinction between teacherand student-centeredness (Huang & Leung, 2005;Zuzovsky, 2008). Mok (2003) showed that the teacher-centred instruction was characterized by a conscious teacher intervention together with students' active thinking moments, which in the Henderson model could be interpreted as a combination of instructivist and constructivist pedagogical philosophy.…”

Section: Figure 3 Henderson's Multiple Cultural Modelmentioning

confidence: 99%

Foundations of cultural design in e-learning

Masoumi

Lindström

2009

IJIEM

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Abstract:This article is an attempt to investigate some conceptual underpinnings of cultural dimensions to the design and use of ICT based initiatives in educational settings, particularly in Eastern contexts like Iran, promoting a sociocultural perspective on education, instruction and learning. The article move progressively from clarifying fundamental issues about social and cultural factors on globalizations of education to definitional and operational considerations, and focused on several major issues: Understanding of Culture; Cultural considerations in designing and using ICT in e-learning; Cultural dimensions in E-learning; Characterizing some common traits in Eastern pedagogical cultures. By discussing the challenges and potential opportunities with preference to social and cultural factors in globalization of education, it was pointed that there are certain context-specific social and cultural factors indices -as well as educational attainmentsthat affect the access to and use of its in developing countries. These factors / dimensions must be recognized and analyzed for the E-learning to be properly adapted and developed. Foundations of cultural design in e-learning 2Biographical notes: Davoud Masoumi is PhD candidate at University of Gothenburg, Sweden since late 2004. He has been engaged in research in the areas of instructional technology and e-learning in higher education setting with a special interest in the enhancing quality of off-campus environments in developing countries social and cultural context. Currently, he is finalizing his thesis on enhancing quality in virtual campus in developing countries cultural -pedagogic context.Berner Lindström is professor of education at University of Gothenburg, Sweden and co-director of the Swedish national center of excellence LinCS. He has been serving as member of a number of governmental boards and committees in the field of distance and networked learning and higher education. His research interests is on technology mediated learning and the transformation of knowledge in contemporary society, both within the context of educational institutions and working life.

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Capturing the dynamics behind the narrowing achievement gap between Hebrew-speaking and Arabic-speaking schools in Israel: findings from TIMSS 1999 and 2003

Cited by 14 publications

References 20 publications

Israeli Jewish and Arab students’ gendering of mathematics

Israeli Jewish and Arab students’ gendering of mathematics

Spelling Development among Triangle versus Native Bedouin Arabic Pupils

Foundations of cultural design in e-learning

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