Rachel Hertz‐lazarowitz
Biographic Data
| ID | 212436 |
|---|---|
| NAME | Rachel Hertz‐lazarowitz |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Hertz‐lazarowitz |
| SIGNATURE | LAZAROWITZ R H |
| AFFILIATIONS | University of Haifa |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
Arab Women in Management and Leadership: Stories from Israel
An exploration of the life-stories of 22 pioneer Arab women who have forged their path to management and leadership in education and welfare, overcoming challenges imposed by a patriarchal society tha
Attitudes towards bilingual Arab–Hebrew education in Israel: A comparative study of Jewish and Arab adults
This study examines attitudes towards bilingual Jewish–Arab education among Jewish and Arab adults in Israel. The sample consisted of 1014 respondents who participated in a national phone survey in late 2006. Results indicate that Arabs are significantly more supportive of bilingual education in Israel than Jews. Positive attitudes regarding the importance and the status of Arabic, integration between Jews and Arabs and civil society were all pre…
Theoretical framework for Cooperative Participatory Action Research (CPAR) in a multicultural campus: The social drama model
This paper describes a long‐term research seminar, developed in 2001 by Hertz‐Lazarowitz at the University of Haifa (UH). The goal of the seminar was to involve students in a meaningful, experiential and cooperative–interactive learning environment, based on topics relevant to their development as individuals coming from diverse collectives to the university campus, and to prepare them for life in an increasingly multicultural society. The semina…
Women Principals in a Multicultural Society: New Insights into Feminist Educational Leadership
The book analyzes the crossing issues of gender, school leadership and multicultural experiences as expressed in accounts of female school principals from diverse ethnic and religious groups in the multicultural society of Israel. It addresses the usually unheard voices of women principals in ethnic and religious minority groups that act and live in a modern country but their place is marginalized. Jewish and Moslem Authors, all citizens of Israe…
School–Family Partnership for Coexistence (SFPC) in the City of Acre: Promoting Arab and Jewish Parents' Role as Facilitators of Children's Literacy Development and as Agents of Coexistence
A two-year (1998–2000) School–Family Partnership for Coexistence (SFPC) programme was implemented in Acre, a mixed Jewish-Arab city in Israel, to promote parents' role as facilitators of their children literacy development and to empower parents to advance coexistence and inter-group relations. The SFPC program was part of a five-year (1995–2000) holistic project, designed to bring about a systemic change in Acre. Two studies are presented. In th…
Opening Windows on Arab and Jewish Children's Strategies as Writers
Strategies are actions and behaviours used by the writer to solve problems in the writing process. These actions and behaviours reflect four clusters: meta-cognitive, cognitive, social, and affective processes. The goal of the overall study with 352 children was to check the effect of strategy usage on written output. Three research windows were opened to study strategy usage: all participants answered a self-report Likert-type Writing Strategies…
Muslim Women's Life Stories
Existence and Coexistence in Acre: The Power of Educational Activism
This article presents a five‐year action‐research project of systemic change toward coexistence in Acre, a mixed Arab‐Jewish city in Israel. Educational activism was the basis for this project. Because education in Acre was closely interwoven with discriminative politics, this project used a citywide systemic approach consisting of three layers: (a) work in schools that used cooperative learning to increase achievement, (b) work with parents in s…
Introduction to Improving Arab‐Jewish Relations in Israel: Theory and Practice in Coexistence Educational Programs
Israeli Jewish and Arab experts within Israel have developed innovative intergroup relations programs, educational efforts designed to improve relations between Israeli Jews and Israeli Arabs. Social scientists, educators, and practitioners on both sides of the Arab‐Jewish conflict have dedicated themselves to lessening the hostility between these two groups within Israel through coexistence educational training. This issue presents theory, metho…
Arab and Jewish Youth in Israel: Voicing National Injustice on Campus
Haifa University (HU) is the stage for a prolonged social drama between Arabs (20%) and Jews. 86 students (38 Arabs and 48 Jews) were interviewed on their experiences of injustice. Three major differences emerged. For the Arabs, 92% of injustice took place on campus compared to 40% for the Jews. Arabs attributed injustice to discrimination (60%), Jews to the actors' personal characteristics (58%); the Arabs transformed injustice events into a pol…
Social Networks in the School Context: Effects of Culture and Gender
Similarities and differences in children's interpersonal relationships were assessed through examination of the effects of culture and gender as reflected in the quality of children's relationships in their social network at school. Two cultural contexts representing collectivistic and individualistic orientations were studied. Questionnaires were completed by 1449 fourth- and fifth-grade students (604 Arab and 845 Jewish students) regarding thei…
Cooperative learning in Israels Jewish and Arab schools: A community approach
1999). Cooperative learning in Israels Jewish and Arab schools: A community approach. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 105-113
A Dyadic and Gender-Specific Analysis of Close Friendships of Preadolescents Receiving Group Psychotherapy
This study investigated the effect of therapy/counseling groups on friendships of latency-age children lacking in social efficacy, referred for counseling by their homeroom teachers. Experimental students underwent weekly therapy in six small groups, whereas control students received routine academic counseling services over the same period (an entire school year). Self- and other-reported data confirmed significant gains in intimacy in best and …
Prominence of girls and boys in the classroom: Schoolchildren's perceptions
Teachers' selections of boys and girls as prominent pupils
Children of Divorce and their Intimate Relationships with Parents and Peers
Self-concept of Jewish and Arab adolescents in Israel
The Development and Validation of a Multidimensional Scale for Assessment of Teachers' Attitudes Toward Small-Group Teaching
A scale measuring attitudes toward small-group teaching was administered to 442 teachers from 28 elementary and secondary schools in Israel. At least two dimensions of attitudes were identified: control over class and efficiency of the method. Each has been shown to have internal consistency and incremental validity with respect to a set of external variables
Self-concept of Jewish and Arab adolescents in Israel
Social Networks in the School Context: Effects of Culture and Gender
Similarities and differences in children's interpersonal relationships were assessed through examination of the effects of culture and gender as reflected in the quality of children's relationships in their social network at school. Two cultural contexts representing collectivistic and individualistic orientations were studied. Questionnaires were completed by 1449 fourth- and fifth-grade students (604 Arab and 845 Jewish students) regarding thei…
Introduction to Improving Arab‐Jewish Relations in Israel: Theory and Practice in Coexistence Educational Programs
Israeli Jewish and Arab experts within Israel have developed innovative intergroup relations programs, educational efforts designed to improve relations between Israeli Jews and Israeli Arabs. Social scientists, educators, and practitioners on both sides of the Arab‐Jewish conflict have dedicated themselves to lessening the hostility between these two groups within Israel through coexistence educational training. This issue presents theory, metho…
Arab and Jewish Youth in Israel: Voicing National Injustice on Campus
Haifa University (HU) is the stage for a prolonged social drama between Arabs (20%) and Jews. 86 students (38 Arabs and 48 Jews) were interviewed on their experiences of injustice. Three major differences emerged. For the Arabs, 92% of injustice took place on campus compared to 40% for the Jews. Arabs attributed injustice to discrimination (60%), Jews to the actors' personal characteristics (58%); the Arabs transformed injustice events into a pol…
Muslim Women's Life Stories
Cooperative learning in Israels Jewish and Arab schools: A community approach
1999). Cooperative learning in Israels Jewish and Arab schools: A community approach. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 105-113
Children of Divorce and their Intimate Relationships with Parents and Peers
A Dyadic and Gender-Specific Analysis of Close Friendships of Preadolescents Receiving Group Psychotherapy
This study investigated the effect of therapy/counseling groups on friendships of latency-age children lacking in social efficacy, referred for counseling by their homeroom teachers. Experimental students underwent weekly therapy in six small groups, whereas control students received routine academic counseling services over the same period (an entire school year). Self- and other-reported data confirmed significant gains in intimacy in best and …
Teachers' selections of boys and girls as prominent pupils
Attitudes towards bilingual Arab–Hebrew education in Israel: A comparative study of Jewish and Arab adults
This study examines attitudes towards bilingual Jewish–Arab education among Jewish and Arab adults in Israel. The sample consisted of 1014 respondents who participated in a national phone survey in late 2006. Results indicate that Arabs are significantly more supportive of bilingual education in Israel than Jews. Positive attitudes regarding the importance and the status of Arabic, integration between Jews and Arabs and civil society were all pre…
Existence and Coexistence in Acre: The Power of Educational Activism
This article presents a five‐year action‐research project of systemic change toward coexistence in Acre, a mixed Arab‐Jewish city in Israel. Educational activism was the basis for this project. Because education in Acre was closely interwoven with discriminative politics, this project used a citywide systemic approach consisting of three layers: (a) work in schools that used cooperative learning to increase achievement, (b) work with parents in s…
Prominence of girls and boys in the classroom: Schoolchildren's perceptions
The Development and Validation of a Multidimensional Scale for Assessment of Teachers' Attitudes Toward Small-Group Teaching
A scale measuring attitudes toward small-group teaching was administered to 442 teachers from 28 elementary and secondary schools in Israel. At least two dimensions of attitudes were identified: control over class and efficiency of the method. Each has been shown to have internal consistency and incremental validity with respect to a set of external variables
Self-concept of Jewish and Arab adolescents in Israel
Teachers' selections of boys and girls as prominent pupils
Children of Divorce and their Intimate Relationships with Parents and Peers
Prominence of girls and boys in the classroom: Schoolchildren's perceptions
A Dyadic and Gender-Specific Analysis of Close Friendships of Preadolescents Receiving Group Psychotherapy
This study investigated the effect of therapy/counseling groups on friendships of latency-age children lacking in social efficacy, referred for counseling by their homeroom teachers. Experimental students underwent weekly therapy in six small groups, whereas control students received routine academic counseling services over the same period (an entire school year). Self- and other-reported data confirmed significant gains in intimacy in best and …
Cooperative learning in Israels Jewish and Arab schools: A community approach
1999). Cooperative learning in Israels Jewish and Arab schools: A community approach. Theory Into Practice: Vol. 38, Building Community Through Cooperative Learning, pp. 105-113
Arab and Jewish Youth in Israel: Voicing National Injustice on Campus
Haifa University (HU) is the stage for a prolonged social drama between Arabs (20%) and Jews. 86 students (38 Arabs and 48 Jews) were interviewed on their experiences of injustice. Three major differences emerged. For the Arabs, 92% of injustice took place on campus compared to 40% for the Jews. Arabs attributed injustice to discrimination (60%), Jews to the actors' personal characteristics (58%); the Arabs transformed injustice events into a pol…
Social Networks in the School Context: Effects of Culture and Gender
Similarities and differences in children's interpersonal relationships were assessed through examination of the effects of culture and gender as reflected in the quality of children's relationships in their social network at school. Two cultural contexts representing collectivistic and individualistic orientations were studied. Questionnaires were completed by 1449 fourth- and fifth-grade students (604 Arab and 845 Jewish students) regarding thei…
Existence and Coexistence in Acre: The Power of Educational Activism
This article presents a five‐year action‐research project of systemic change toward coexistence in Acre, a mixed Arab‐Jewish city in Israel. Educational activism was the basis for this project. Because education in Acre was closely interwoven with discriminative politics, this project used a citywide systemic approach consisting of three layers: (a) work in schools that used cooperative learning to increase achievement, (b) work with parents in s…
Introduction to Improving Arab‐Jewish Relations in Israel: Theory and Practice in Coexistence Educational Programs
Israeli Jewish and Arab experts within Israel have developed innovative intergroup relations programs, educational efforts designed to improve relations between Israeli Jews and Israeli Arabs. Social scientists, educators, and practitioners on both sides of the Arab‐Jewish conflict have dedicated themselves to lessening the hostility between these two groups within Israel through coexistence educational training. This issue presents theory, metho…
School–Family Partnership for Coexistence (SFPC) in the City of Acre: Promoting Arab and Jewish Parents' Role as Facilitators of Children's Literacy Development and as Agents of Coexistence
A two-year (1998–2000) School–Family Partnership for Coexistence (SFPC) programme was implemented in Acre, a mixed Jewish-Arab city in Israel, to promote parents' role as facilitators of their children literacy development and to empower parents to advance coexistence and inter-group relations. The SFPC program was part of a five-year (1995–2000) holistic project, designed to bring about a systemic change in Acre. Two studies are presented. In th…
Opening Windows on Arab and Jewish Children's Strategies as Writers
Strategies are actions and behaviours used by the writer to solve problems in the writing process. These actions and behaviours reflect four clusters: meta-cognitive, cognitive, social, and affective processes. The goal of the overall study with 352 children was to check the effect of strategy usage on written output. Three research windows were opened to study strategy usage: all participants answered a self-report Likert-type Writing Strategies…
Muslim Women's Life Stories
Women Principals in a Multicultural Society: New Insights into Feminist Educational Leadership
The book analyzes the crossing issues of gender, school leadership and multicultural experiences as expressed in accounts of female school principals from diverse ethnic and religious groups in the multicultural society of Israel. It addresses the usually unheard voices of women principals in ethnic and religious minority groups that act and live in a modern country but their place is marginalized. Jewish and Moslem Authors, all citizens of Israe…
Theoretical framework for Cooperative Participatory Action Research (CPAR) in a multicultural campus: The social drama model
This paper describes a long‐term research seminar, developed in 2001 by Hertz‐Lazarowitz at the University of Haifa (UH). The goal of the seminar was to involve students in a meaningful, experiential and cooperative–interactive learning environment, based on topics relevant to their development as individuals coming from diverse collectives to the university campus, and to prepare them for life in an increasingly multicultural society. The semina…
Attitudes towards bilingual Arab–Hebrew education in Israel: A comparative study of Jewish and Arab adults
This study examines attitudes towards bilingual Jewish–Arab education among Jewish and Arab adults in Israel. The sample consisted of 1014 respondents who participated in a national phone survey in late 2006. Results indicate that Arabs are significantly more supportive of bilingual education in Israel than Jews. Positive attitudes regarding the importance and the status of Arabic, integration between Jews and Arabs and civil society were all pre…
Arab Women in Management and Leadership: Stories from Israel
An exploration of the life-stories of 22 pioneer Arab women who have forged their path to management and leadership in education and welfare, overcoming challenges imposed by a patriarchal society tha
Psychology (14 works) · Sociology (11 works) · Social Psychology (10 works) · Developmental psychology (8 works) · Judaism (8 works) · Social Psychology (8 works) · Political science (7 works) · Pedagogy (6 works) · Computer Science (4 works) · Jewish Identity and Society (4 works)