Nura Resh
Biographic Data
| ID | 217060 |
|---|---|
| NAME | Nura Resh |
| GIVEN NAMES | Nura |
| FAMILY NAME | Resh |
| SIGNATURE | RESH N |
| AFFILIATIONS | Hebrew University of Jerusalem |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 142 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 6 |
World culture and social justice in a divided society
Using the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents – teachers and students – across sectors that mirror Israeli society’s major divide: Jewish a…
Sense of Justice in School and Social and Institutional Trust
Based on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students' sense of justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one's actual r…
Sense of justice in school and civic behavior
Unfolding Justice Research in the Realm of Education
Citizenship orientations in a divided society
This study identifies major preferences for combinations of rights and duties (henceforth, citizenship orientations), as reflected in the political worldview of Israeli junior-high school students. Two distinct orientations were found, termed here as ‘liberal’ and ‘ethno-republican’. In order to contextualize the examination of citizenship orientations in the deeply divided Israeli society, the study compares three educational sectors that repres…
Justice, belonging and trust among Israeli middle school students
Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 …
Sense of justice in school and civic attitudes
The rise and fall of school integration in Israel
School integration (desegregation) was introduced in Israeli junior high schools in 1968 with the aim of increasing educational equality and decreasing (Jewish) ethnic divides. While never officially abandoned, a de facto retreat from this policy has been observed since the early 1990s, despite the voluminous research that revealed its positive, though moderate, educational outcomes. This shift in educational emphases reflected profound societal …
Grading styles and disciplinary expertise
Sense of justice about grades in school
Justice in Teaching
Justice in grades allocation
Spheres of Justice within Schools
Evaluation of Grade Distributions
Social Disadvantage and Students' Perceived Injustice in Socially Integrated Schools in Israel
Exploring the multifaceted structure of sense of deprivation
Drawing from both social justice and deprivation research, we conceptualize expressions of sense of deprivation (equated with sense of injustice) as a three‐faceted structure defined by mode of experience, social reward, and social sphere of allocation. To empirically verify the fit between this conceptual structure and the actual configuration of people's deprivation reactions, we use a research model of two modes of experience (cognition and em…
Injustice in Schools
Track Placement
The differentiation of students into high school tracks is a critical point of transition in their educational careers. In Israel this transitional point is accentuated by the rigid structure of tracks and their different academic credentials at the end of high school. This article investigates the determinants of track placement in Israel and is based on data for approximately 4,500 ninth-grade graduates in a national sample of junior high schoo…
Perceiving Social Cleavages and Inequalities
Analyses of perceptions of social cleavages and inequality among junior high school students indicated the ability of young adolescents to accurately apprehend a multifaceted social structure. A perception of a fairly conflictual social map of a considerable level of inequality was revealed, but within a conception of a well-differentiated social structure. Ethnic cleavage and inequality appeared least prominent among the cleavages and inequaliti…
The Structure of Social Justice Judgments
Clara Sabbagh, Yechezkel Dar, Nura Resh, The Structure of Social Justice Judgments: A Facet Approach, Social Psychology Quarterly, Vol. 57, No. 3, Special Issue: Conceptualizing Structure in Social Psychology (Sep., 1994), pp. 244-261
Keeping Track
Classroom Intellectual Composition and Academic Achievement
Assuming that the intellectual level of the classroom affects the quality of learning environments, it is argued that separating students into homogeneous educational frameworks enriches the environment for high-resource students and impoverishes it for low-resource students, whereas the converse occurs under heterogeneous mixing. Academic achievement consequently will be affected. This argument was subjected to an empirical analysis in two Israe…
The Structure of Social Justice Judgments
Clara Sabbagh, Yechezkel Dar, Nura Resh, The Structure of Social Justice Judgments: A Facet Approach, Social Psychology Quarterly, Vol. 57, No. 3, Special Issue: Conceptualizing Structure in Social Psychology (Sep., 1994), pp. 244-261
Classroom Intellectual Composition and Academic Achievement
Assuming that the intellectual level of the classroom affects the quality of learning environments, it is argued that separating students into homogeneous educational frameworks enriches the environment for high-resource students and impoverishes it for low-resource students, whereas the converse occurs under heterogeneous mixing. Academic achievement consequently will be affected. This argument was subjected to an empirical analysis in two Israe…
Sense of justice in school and civic attitudes
Exploring the multifaceted structure of sense of deprivation
Drawing from both social justice and deprivation research, we conceptualize expressions of sense of deprivation (equated with sense of injustice) as a three‐faceted structure defined by mode of experience, social reward, and social sphere of allocation. To empirically verify the fit between this conceptual structure and the actual configuration of people's deprivation reactions, we use a research model of two modes of experience (cognition and em…
Spheres of Justice within Schools
Justice in grades allocation
Sense of justice in school and civic behavior
Sense of justice about grades in school
The rise and fall of school integration in Israel
School integration (desegregation) was introduced in Israeli junior high schools in 1968 with the aim of increasing educational equality and decreasing (Jewish) ethnic divides. While never officially abandoned, a de facto retreat from this policy has been observed since the early 1990s, despite the voluminous research that revealed its positive, though moderate, educational outcomes. This shift in educational emphases reflected profound societal …
Evaluation of Grade Distributions
Injustice in Schools
Track Placement
The differentiation of students into high school tracks is a critical point of transition in their educational careers. In Israel this transitional point is accentuated by the rigid structure of tracks and their different academic credentials at the end of high school. This article investigates the determinants of track placement in Israel and is based on data for approximately 4,500 ninth-grade graduates in a national sample of junior high schoo…
Unfolding Justice Research in the Realm of Education
Justice, belonging and trust among Israeli middle school students
Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 …
Social Disadvantage and Students' Perceived Injustice in Socially Integrated Schools in Israel
Perceiving Social Cleavages and Inequalities
Analyses of perceptions of social cleavages and inequality among junior high school students indicated the ability of young adolescents to accurately apprehend a multifaceted social structure. A perception of a fairly conflictual social map of a considerable level of inequality was revealed, but within a conception of a well-differentiated social structure. Ethnic cleavage and inequality appeared least prominent among the cleavages and inequaliti…
Sense of Justice in School and Social and Institutional Trust
Based on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students' sense of justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one's actual r…
Grading styles and disciplinary expertise
Classroom Intellectual Composition and Academic Achievement
Assuming that the intellectual level of the classroom affects the quality of learning environments, it is argued that separating students into homogeneous educational frameworks enriches the environment for high-resource students and impoverishes it for low-resource students, whereas the converse occurs under heterogeneous mixing. Academic achievement consequently will be affected. This argument was subjected to an empirical analysis in two Israe…
Keeping Track
The Structure of Social Justice Judgments
Clara Sabbagh, Yechezkel Dar, Nura Resh, The Structure of Social Justice Judgments: A Facet Approach, Social Psychology Quarterly, Vol. 57, No. 3, Special Issue: Conceptualizing Structure in Social Psychology (Sep., 1994), pp. 244-261
Track Placement
The differentiation of students into high school tracks is a critical point of transition in their educational careers. In Israel this transitional point is accentuated by the rigid structure of tracks and their different academic credentials at the end of high school. This article investigates the determinants of track placement in Israel and is based on data for approximately 4,500 ninth-grade graduates in a national sample of junior high schoo…
Perceiving Social Cleavages and Inequalities
Analyses of perceptions of social cleavages and inequality among junior high school students indicated the ability of young adolescents to accurately apprehend a multifaceted social structure. A perception of a fairly conflictual social map of a considerable level of inequality was revealed, but within a conception of a well-differentiated social structure. Ethnic cleavage and inequality appeared least prominent among the cleavages and inequaliti…
Injustice in Schools
Exploring the multifaceted structure of sense of deprivation
Drawing from both social justice and deprivation research, we conceptualize expressions of sense of deprivation (equated with sense of injustice) as a three‐faceted structure defined by mode of experience, social reward, and social sphere of allocation. To empirically verify the fit between this conceptual structure and the actual configuration of people's deprivation reactions, we use a research model of two modes of experience (cognition and em…
Social Disadvantage and Students' Perceived Injustice in Socially Integrated Schools in Israel
Evaluation of Grade Distributions
Spheres of Justice within Schools
Justice in grades allocation
Justice in Teaching
Sense of justice about grades in school
Grading styles and disciplinary expertise
The rise and fall of school integration in Israel
School integration (desegregation) was introduced in Israeli junior high schools in 1968 with the aim of increasing educational equality and decreasing (Jewish) ethnic divides. While never officially abandoned, a de facto retreat from this policy has been observed since the early 1990s, despite the voluminous research that revealed its positive, though moderate, educational outcomes. This shift in educational emphases reflected profound societal …
Sense of justice in school and civic attitudes
Citizenship orientations in a divided society
This study identifies major preferences for combinations of rights and duties (henceforth, citizenship orientations), as reflected in the political worldview of Israeli junior-high school students. Two distinct orientations were found, termed here as ‘liberal’ and ‘ethno-republican’. In order to contextualize the examination of citizenship orientations in the deeply divided Israeli society, the study compares three educational sectors that repres…
Justice, belonging and trust among Israeli middle school students
Contending that justice experiences at school transmit messages about the wider society and affects students' attitudes and behaviour, we investigated the effects of students' sense of distributive and (school) procedural justice on their sense of belonging to school and on their social and institutional trust. The study was carried out among about 5000 eighth and ninth graders in a national sample of 48 middle schools in Israel in the 2010–2011 …
Unfolding Justice Research in the Realm of Education
Sense of justice in school and civic behavior
World culture and social justice in a divided society
Using the Israeli case, our study delves into teachers’ and students’ notions of social justice, exploring how they are shaped by both world culture trends and local conditions. We first identify social justice notions in the world culture perspective and Israeli society. Then, we empirically examine how these notions are understood by educational agents – teachers and students – across sectors that mirror Israeli society’s major divide: Jewish a…
Sense of Justice in School and Social and Institutional Trust
Based on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students' sense of justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one's actual r…
Psychology (17 works) · Sociology (17 works) · Political science (16 works) · Economic Justice (11 works) · Law (11 works) · Social Psychology (11 works) · School Choice and Performance (9 works) · Law (8 works) · Pedagogy (8 works) · Social Psychology (8 works)