Yael Grinshtain
Dados Biográficos
| ID | 4257264 |
|---|---|
| NOME | Yael Grinshtain |
| PRENOMES | Yael |
| SOBRENOME | Grinshtain |
| ASSINATURA | GRINSHTAIN Y |
| AFILIAÇÕES | Tel Hai Academic College |
| ORCID | 0000-0003-1205-0083 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 36 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
“So, Why Did You Return?”
Rural and peripheral settings are diverse and context‐dependent, yet many are shaped by varying combinations of geographic distance, population size, access to resources and opportunities, and forms of social and community connectedness. These characteristics vary across contexts and may be associated with different configurations of disadvantage, marginalization, and place‐based strengths. The current study focused on the Israeli Northern periph…
Parenting styles and helping orientations among parents in rural and urban settlements in Israel's northern periphery
The goals of the school-based experience (practicum) in pre-service teacher education
Introduction The study explores the goals of the school-based experience as perceived by Israeli mentor teachers, who guide pre-service teachers in the host schools as the representatives of the academic institution. Methods Fifteen mentor teachers from diverse academic institutions were interviewed. Results Following thematic analysis, three goals for the school-based experience were found: (1) Qualification – achieving the skills that enable ef…
Embracing Complexity of Place for Place-Informed Education
This paper aims to navigate the complexity inherent in the concept of place by defining and highlighting the role of place-informed education across different international contexts: the periphery in Northern Israel, coastal areas of England, and rural Montana in the United States. Using a thematic analytic framework, we conducted a cross-context comparison of three case studies in order to identify each locale’s unique definitions and meanings o…
Person-environment fit theory and teachers’ accountability as context-dependent
The study examined the extent to which person-environment fit was related to teachers’ internal and external accountability, exploring the possibility of school location (rural versus central schools) intervening in the relationship between person-environment fit and accountability. The quantitative research was based on a questionnaire delivered to 309 Israeli teachers, 134 elementary schools, 110 women, and 187 rural schools. The results suppor…
Organisational trauma in educational settings during wartime
This study examined organizational trauma and coping mechanisms in two educational organizations in Israel's Upper Galilee during the Iron Sword War: an evacuated formal school and a non-evacuated non-formal educational setting. Using a qualitative case-study approach, semi-structured interviews were conducted with 14 leaders, including principals, teachers, counselors and parents. The findings revealed distinct responses to the crisis. In the fo…
Live here or leave here
Life in rural communities is often marked by strong ties to land, agriculture, and close interpersonal relationships, yet remoteness can limit educational and employment opportunities. As a result, internal migration becomes a significant consideration for adults raised in rural areas who seek improved quality of life. This study examines the perceptions of rural homegrown adults in Israel regarding motives for internal migration, using the push-…
Displaced rural communities in the Israeli Northern periphery during crisis
Utilising Interactional Community Theory and the concepts of social field and community field, the study aimed to explore the experiences of displacement among parents from rural communities in the Israeli Northern periphery, emphasising the significance of the rural community during the displacement crisis. Based on 34 interviews, the thematic analysis revealed shifts in the traditional meanings of community, reflected in mixed feelings of stren…
The family-work conflict among Israeli mothers-teachers in an era of changes and reforms in teaching and in motherhood
Teachers must fit the spirit of the community’
“Who’s the Student at Home?”
The present study focuses on the involvement of a parent in their child’s learning processes, particularly, their help-giving orientation while learning at home. The main goal of the study was to identify the connection between the parent’s personal characteristics and the help-giving orientation the parent provides to their child: autonomous vs. dependent (parent as student) help-giving. The sample was collected using online participant recruitm…
‘You don't have to be educated to help your child’
First‐generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are firs…
‘Not fully coordinated’
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in I…
From traditional to clinical approach toward continuing professional development
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the …
Parental Help-Giving Orientations Scale (PHGOs) in Children’s Learning
Parental involvement in the education and learning processes of children in general has become central in the last few decades. Following this involvement, the home arena is considered highly influential in providing a supportive environment for children’s learning processes. Help-giving orientations of parents to their children in relation to homework and learning assignments can be crucial for the children’s futures. According to the Help Relat…
Dualities of Place among Rural and Urban Periphery Homegrown Adults in Israel☆
Following the general idea ofplace mattersand based on the particular features of rural/peripheral settlements, people, and communities, the current study aims at exploring the development and meaning ofperipheral identityand its construction, as perceived by adults who were born and raised in the northern periphery of Israel. Using the phenomenological genre, 40 interviews were conducted with adults aged 26-40 who grew up in the periphery at lea…
Teachers’ internal migration to a rural region
Teachers’ professionalism and relations with parents
Following the intensification and ambivalence of parent-teacher relations, this study examined the collaborative or conflictual relations, and teachers’ professionalism as perceived by both teachers and parents: 325 teachers and 655 parents from 21 Israeli Jewish primary schools answered a questionnaire. Using a structural equation modelling (SEM) analysis, similarities were found in teachers and parents’ perceptions of teachers’ work efficiency …
Typology of “Tough Love” Leadership in Urban Schools Facing Challenging Circumstances
The myth of “tough love” leadership emerges in cultural narratives as a superior approach to improving students’ educational opportunities in urban schools facing challenging circumstances. This model, however, has not been conceptualized, and consequently, empirical research about it is lacking. We formulated a typology of tough love leadership as a mix of four behaviors that combine “tough” and “loving” approaches, with a focus on crisis manage…
Parental Self-Efficacy Predicted by Parents’ Subjective Well-Being and Their Parenting Styles with Possible Role of Help-Seeking Orientation from Teachers
The current study aims to test the ideas that parental self-efficacy is associated with parenting style, parents' help-seeking orientation from teachers, and subjective well-being. Based on the literature background presented, two hypotheses were examined: First, autonomy help-seeking orientation, the authoritative parenting style, and high subjective well-being would be positive predictors of parental self-efficacy. Second, dependent help-seekin…
Caregiving strategies, parental practices, and the use of Facebook groups among Israeli mothers of adolescents
Facebook offers a “village” for mothers to come together and seek and share parenting information, but while there has been substantial research examining both positive and negative aspects of parents’ Facebook use, there is no research on use of Facebook by mothers of adolescents and its association with parent-adolescent relationships. Given the intense challenges of raising adolescents and the dearth of research into potential benefits and dra…
How do technological changes in formal education shape the social roles of teachers who are mothers
Domains of decision-making and forms of capital among men and women teachers
Purpose Viewing school as a feminine bias workplace alongside being a field of power relations as argued by Bourdieu, this study examines (1) gender differences among teachers in different forms of capital (cultural, social, and feminine) and in their participation in decision-making (PDM) at school in three domains: managerial, administration, and teaching; (2) the relations between forms of capital and domains of PDM within each gender group. D…
Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents a…
Teachers’ capital in view of intensive parental involvement in school
Regarding schools as a field in which different groups struggle over influence, we examine how teachers perceive parents’ involvement and what capital they activate while interacting with parents in order to maintain their professional position. Interviews conducted with 20 teachers in high socio-economic status schools in Israel revealed that teachers emphasise that their relationship with parents is based on threat. Hence, they based their rela…
Forms of Capital and Teachers’ Views of Collaboration and Threat Relations With Parents in Israeli Schools
Neo-liberal ideologies have given parents influence over education. This requires teachers to find ways to engage with parents and use resources for dealing with them. Following Bourdieu’s notion of field, in which different groups struggle over resources to maintain their social position, we examine the relations between teachers’ attitudes toward parents and possession of feminine, social, and cultural capital. The sample comprised 605 who work…
Teachers’ professionalism and relations with parents
Following the intensification and ambivalence of parent-teacher relations, this study examined the collaborative or conflictual relations, and teachers’ professionalism as perceived by both teachers and parents: 325 teachers and 655 parents from 21 Israeli Jewish primary schools answered a questionnaire. Using a structural equation modelling (SEM) analysis, similarities were found in teachers and parents’ perceptions of teachers’ work efficiency …
Dualities of Place among Rural and Urban Periphery Homegrown Adults in Israel☆
Following the general idea ofplace mattersand based on the particular features of rural/peripheral settlements, people, and communities, the current study aims at exploring the development and meaning ofperipheral identityand its construction, as perceived by adults who were born and raised in the northern periphery of Israel. Using the phenomenological genre, 40 interviews were conducted with adults aged 26-40 who grew up in the periphery at lea…
Teachers’ internal migration to a rural region
Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents a…
Teachers' capital and relations with parents
Typology of “Tough Love” Leadership in Urban Schools Facing Challenging Circumstances
The myth of “tough love” leadership emerges in cultural narratives as a superior approach to improving students’ educational opportunities in urban schools facing challenging circumstances. This model, however, has not been conceptualized, and consequently, empirical research about it is lacking. We formulated a typology of tough love leadership as a mix of four behaviors that combine “tough” and “loving” approaches, with a focus on crisis manage…
Teachers’ capital in view of intensive parental involvement in school
Regarding schools as a field in which different groups struggle over influence, we examine how teachers perceive parents’ involvement and what capital they activate while interacting with parents in order to maintain their professional position. Interviews conducted with 20 teachers in high socio-economic status schools in Israel revealed that teachers emphasise that their relationship with parents is based on threat. Hence, they based their rela…
How do technological changes in formal education shape the social roles of teachers who are mothers
Teachers' capital and relations with parents
Forms of Capital and Teachers’ Views of Collaboration and Threat Relations With Parents in Israeli Schools
Neo-liberal ideologies have given parents influence over education. This requires teachers to find ways to engage with parents and use resources for dealing with them. Following Bourdieu’s notion of field, in which different groups struggle over resources to maintain their social position, we examine the relations between teachers’ attitudes toward parents and possession of feminine, social, and cultural capital. The sample comprised 605 who work…
Teachers’ capital in view of intensive parental involvement in school
Regarding schools as a field in which different groups struggle over influence, we examine how teachers perceive parents’ involvement and what capital they activate while interacting with parents in order to maintain their professional position. Interviews conducted with 20 teachers in high socio-economic status schools in Israel revealed that teachers emphasise that their relationship with parents is based on threat. Hence, they based their rela…
Domains of decision-making and forms of capital among men and women teachers
Purpose Viewing school as a feminine bias workplace alongside being a field of power relations as argued by Bourdieu, this study examines (1) gender differences among teachers in different forms of capital (cultural, social, and feminine) and in their participation in decision-making (PDM) at school in three domains: managerial, administration, and teaching; (2) the relations between forms of capital and domains of PDM within each gender group. D…
Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking From Teachers About Children’s Learning and Socio-Emotional Problems
In light of the backdrop of change processes within the education system in recent years, including the enlarging of school boundaries and parents’ increasing involvement in school life, this study aspired to understand how parents perceive parent–teacher relations alongside their self-efficacy as influencing their help-seeking from teachers in two main dimensions: learning and socio-emotional. Using the quantitative method, 192 Israeli parents a…
Parental Self-Efficacy Predicted by Parents’ Subjective Well-Being and Their Parenting Styles with Possible Role of Help-Seeking Orientation from Teachers
The current study aims to test the ideas that parental self-efficacy is associated with parenting style, parents' help-seeking orientation from teachers, and subjective well-being. Based on the literature background presented, two hypotheses were examined: First, autonomy help-seeking orientation, the authoritative parenting style, and high subjective well-being would be positive predictors of parental self-efficacy. Second, dependent help-seekin…
Caregiving strategies, parental practices, and the use of Facebook groups among Israeli mothers of adolescents
Facebook offers a “village” for mothers to come together and seek and share parenting information, but while there has been substantial research examining both positive and negative aspects of parents’ Facebook use, there is no research on use of Facebook by mothers of adolescents and its association with parent-adolescent relationships. Given the intense challenges of raising adolescents and the dearth of research into potential benefits and dra…
How do technological changes in formal education shape the social roles of teachers who are mothers
Teachers’ internal migration to a rural region
Teachers’ professionalism and relations with parents
Following the intensification and ambivalence of parent-teacher relations, this study examined the collaborative or conflictual relations, and teachers’ professionalism as perceived by both teachers and parents: 325 teachers and 655 parents from 21 Israeli Jewish primary schools answered a questionnaire. Using a structural equation modelling (SEM) analysis, similarities were found in teachers and parents’ perceptions of teachers’ work efficiency …
Typology of “Tough Love” Leadership in Urban Schools Facing Challenging Circumstances
The myth of “tough love” leadership emerges in cultural narratives as a superior approach to improving students’ educational opportunities in urban schools facing challenging circumstances. This model, however, has not been conceptualized, and consequently, empirical research about it is lacking. We formulated a typology of tough love leadership as a mix of four behaviors that combine “tough” and “loving” approaches, with a focus on crisis manage…
Parental Help-Giving Orientations Scale (PHGOs) in Children’s Learning
Parental involvement in the education and learning processes of children in general has become central in the last few decades. Following this involvement, the home arena is considered highly influential in providing a supportive environment for children’s learning processes. Help-giving orientations of parents to their children in relation to homework and learning assignments can be crucial for the children’s futures. According to the Help Relat…
Dualities of Place among Rural and Urban Periphery Homegrown Adults in Israel☆
Following the general idea ofplace mattersand based on the particular features of rural/peripheral settlements, people, and communities, the current study aims at exploring the development and meaning ofperipheral identityand its construction, as perceived by adults who were born and raised in the northern periphery of Israel. Using the phenomenological genre, 40 interviews were conducted with adults aged 26-40 who grew up in the periphery at lea…
“Who’s the Student at Home?”
The present study focuses on the involvement of a parent in their child’s learning processes, particularly, their help-giving orientation while learning at home. The main goal of the study was to identify the connection between the parent’s personal characteristics and the help-giving orientation the parent provides to their child: autonomous vs. dependent (parent as student) help-giving. The sample was collected using online participant recruitm…
‘You don't have to be educated to help your child’
First‐generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are firs…
‘Not fully coordinated’
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in I…
From traditional to clinical approach toward continuing professional development
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the …
The family-work conflict among Israeli mothers-teachers in an era of changes and reforms in teaching and in motherhood
Teachers must fit the spirit of the community’
“So, Why Did You Return?”
Rural and peripheral settings are diverse and context‐dependent, yet many are shaped by varying combinations of geographic distance, population size, access to resources and opportunities, and forms of social and community connectedness. These characteristics vary across contexts and may be associated with different configurations of disadvantage, marginalization, and place‐based strengths. The current study focused on the Israeli Northern periph…
Parenting styles and helping orientations among parents in rural and urban settlements in Israel's northern periphery
The goals of the school-based experience (practicum) in pre-service teacher education
Introduction The study explores the goals of the school-based experience as perceived by Israeli mentor teachers, who guide pre-service teachers in the host schools as the representatives of the academic institution. Methods Fifteen mentor teachers from diverse academic institutions were interviewed. Results Following thematic analysis, three goals for the school-based experience were found: (1) Qualification – achieving the skills that enable ef…
Embracing Complexity of Place for Place-Informed Education
This paper aims to navigate the complexity inherent in the concept of place by defining and highlighting the role of place-informed education across different international contexts: the periphery in Northern Israel, coastal areas of England, and rural Montana in the United States. Using a thematic analytic framework, we conducted a cross-context comparison of three case studies in order to identify each locale’s unique definitions and meanings o…
Person-environment fit theory and teachers’ accountability as context-dependent
The study examined the extent to which person-environment fit was related to teachers’ internal and external accountability, exploring the possibility of school location (rural versus central schools) intervening in the relationship between person-environment fit and accountability. The quantitative research was based on a questionnaire delivered to 309 Israeli teachers, 134 elementary schools, 110 women, and 187 rural schools. The results suppor…
Organisational trauma in educational settings during wartime
This study examined organizational trauma and coping mechanisms in two educational organizations in Israel's Upper Galilee during the Iron Sword War: an evacuated formal school and a non-evacuated non-formal educational setting. Using a qualitative case-study approach, semi-structured interviews were conducted with 14 leaders, including principals, teachers, counselors and parents. The findings revealed distinct responses to the crisis. In the fo…
Psychology (18 obras) · Pedagogy (13 obras) · Sociology (13 obras) · Social Psychology (12 obras) · Parental Involvement in Education (10 obras) · Teacher Education and Leadership Studies (10 obras) · Political science (9 obras) · Developmental psychology (8 obras) · Mathematics education (7 obras) · Social science (7 obras)