Literacy Development in a Multicultural City: Power on an Educational Innovation Program to Enhance Reading and Writing Development of First Graders in the Hebrew and the Arabic Languages in a Mixed City in Israel

Schaedel, Bruria; Lazarowitz, Rachel Hertz

doi:10.18848/1447-9494/cgp/v12i07/47934

Cited by 2 publications

(4 citation statements)

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“…This is based on the teachers' evaluation and in there test results at the end of 2004(according to the teachers reports). These results are in line with former evaluation studies of SFA-ALASH and SFP in Israel, examining the impact of the programs in advancing literacy achievements of Jewish and Arab students when compared with comparison groups (Hertz-Lazarowitz & Schaedel, 2003;Horovitz, 2001;Tov Li, 2003;Schaedel & Hertz-Lazarowitz, 2005). The students' elevated achievements can be attributed to the quality of the educational programs and to the high levels of implementation of all its pedagogical aspects, as well as the relentless efforts of the school principals and the teachers to implement the programs.…”

Section: Gains In Students' Achievementssupporting

confidence: 84%

“…The qualitative findings of this study, as well as prior studies with Arab schools in northern Israel (Hertz-Lazarowitz, 2003;Schaedel & Hertz-Lazarowitz, 2005), indicate that pedagogic intervention using SFA-ALASH and SFP positively affects schools, children, mothers and communities. These programs have introduced effective, innovative curriculum instructions for teaching Arabic in rural Arab schools.…”

Section: Discussionsupporting

confidence: 60%

“…The program was adopted and implemented in Israel, building on the tradition of Cooperative Learning in Israel. Since 1993, SFA -ALASH have been implemented in Jewish and Arab schools in northern Israel (Hertz-Lazarowitz & Schaedel, 1998;Hertz-Lazarowitz, 2001;Hertz-Lazarowitz & Schaedel, 2003;Schaedel & Hertz-lazarowitz, 2005).…”

Section: Literacy Development At the Schoolmentioning

confidence: 99%

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Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children

Schaedel

2023

IJPE

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In 2003-2005, the authors implemented Success for All (SFA)-ALASH, an innovative pedagogical program to facilitate students' advancement in literacy, and School Family Partnership program (SFP) among first and second graders in two neighboring, rural, and low-SES Arab villages. The teachers implemented SFA-ALASH, combining bi-weekly workshops for the mothers to enhance their role as facilitators of literacy at home, according to Epstein's six-folded model (1995, 2001, 2006). Mothers' perceptions in creating a home environment which inspires their children to become successful learners in the school were evaluated using: 1. Participant observations of SFP activities 2. Semi-structured interviews with 47 SFP mothers. The teacher's evaluation of each child's academic performance in reading, writing and math as well as the mothers' familiarity and her participation in the programs. Findings indicate that the SFA-ALASH programs elevated the student's achievements. The teachers' evaluations of their students' academic achievements correspond with the mothers' involvement in the SFP and their active academic and social interactions with their children at home. The paper will discuss the cultural and social empowerment and transformations of the rural lower SES Muslim women via school partnership.

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Section: Gains In Students' Achievementssupporting

confidence: 84%

Section: Discussionsupporting

confidence: 60%

Section: Literacy Development At the Schoolmentioning

confidence: 99%

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Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children

Schaedel

2023

IJPE

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“…Whereas many studies have focused on the parents' role as 'educators' (Schaedel, Hertz-Lazarowitz & Azaina, 2007) or 'reading teachers' (Sabatino & Abbott, 1974;Ahuja, 1984;Hourcade & Richardson, 1987;Cuckle, 1996;Kloosterman, Notten, Tolsma, & Kraaykamp, 2010) and on parents' impact on young people's media use and reading habits in general (Kraaykamp, 2001;Kraaykamp, 2003;Notten & Kraaykamp, 2009), few studies have investigated the importance of both parents for school-aged children's reading habits after school, here defined as time spent on recreational reading. Using data from Time Use Surveys in France, Germany and Italy, Cardoso, Fontainha and Monfardini (2008) investigate associations between parents' time use and children's time use.…”

Section: Introductionmentioning

confidence: 99%

Parents’ Cultural Resources, Gender and Young People’s Reading Habits – Findings from a Secondary Analysis with Time-Survey Data in Two-parent Families

Wollscheid

2023

IJPE

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Drawing on the theoretical concept that parents are crucial for children’s informal reading socialisation, the aim of this article is to explain the impact of parents’ cultural resources on school-aged children’s reading habits by controlling for children’ s gender. Parents’ cultural resources, here, comprise ‘parents’ cultural practices’ (defined as parents’ reading habits and parents’ interactions with their children) as well as parents’ education. The article draws on data from the German Time Use Survey including time-use data in two-parent families from 757 school-aged children (between ten and 19 years of age) and their parents. Controlling for children’s gender, the findings indicate that parents’ cultural resources have a stronger impact on daughters’ reading habits. For sons, only ‘fathers’ reading habits’, among other cultural resources, turns out to be significantly associated with sons’ reading habits. In general, parents’ reading habits have a stronger impact on children’s reading compared to family interactions and parent’s education. The validity of the indicator ‘family interaction’ (operationalized by time parents use on joint meals and family conversations) to predict children’s reading habits is limited. Overall, the findings may have implications for reading interventions that in particular address the family as an informal institution for reading socialisation.

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Literacy Development in a Multicultural City: Power on an Educational Innovation Program to Enhance Reading and Writing Development of First Graders in the Hebrew and the Arabic Languages in a Mixed City in Israel

Cited by 2 publications

References 0 publications

Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children

Mothers as educators: the empowerment of rural Muslim women in Israel and their role in advancing the literacy development of their children

Parents’ Cultural Resources, Gender and Young People’s Reading Habits – Findings from a Secondary Analysis with Time-Survey Data in Two-parent Families

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