A Addi-Raccah
Dados Biográficos
| ID | 6902 |
|---|---|
| NOME | A Addi-Raccah |
| PRENOMES | A |
| SOBRENOME | Addi-Raccah |
| ASSINATURA | ADDI-RACCAH A |
| AFILIAÇÕES | Tel Aviv University |
| ORCID | 0000-0002-2427-8782 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 80 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
A street-level policy entrepreneur's perspective for bridging public policy and school principalship
Limited theoretical attention has been paid to understanding school principals as policy entrepreneurs through frameworks drawn from public policy. Using Kingdon's Multiple Streams Framework, we conceptualize policy entrepreneurship as a form of policy enactment in which principals move beyond interpreting and adapting policies to using their discretion to initiate and influence policy processes. We demonstrate that, while school principals may i…
Relationship between school and parents
The benefits of cooperation between school and parents for students’ well-being, learning, and academic development are widely acknowledged. However, schools often face challenges in establishing cooperative relations with parents, and teachers sometimes perceive interactions with parents as burdensome. Despite its assumed relevance in shaping parent-teacher relationships, the legal framework has received little attention in the previous literatu…
Social Gaps in Eligibility for a Matriculation Certificate in Israel
The COVID-19 pandemic, as a global health crisis, has disrupted schools and students’ lives, and raised concern about an increase in social inequality. Three hypotheses were examined: 1. Between pre-COVID-19, during COVID-19, and post-COVID-19, there will be a decrease over time in the percentage of matriculation certificate (PMC) and outstanding matriculation certificate eligibility (POMC) in schools; (H2) The decrease in PMC over time will be g…
What Can We Learn About Research on Parental Involvement in School? Bibliometric and Thematic Analyses of Academic Journals
We present an empirical overview of current research in the area of parental involvement (PI) based on a bibliometric analysis of 544 articles published between 2014 and 2018, and a thematic review of 39 of the Q1-journal articles in the sample, which contributed to a more detailed illustration of the knowledge base of PI research. The findings reveal an ongoing increase in the intensity of research in five distinct foci. The research is shown to…
PhD first-generation and continuing generation students’ academic experience and strengths
Mothers as teachers to their children
The study examined Israeli mothers’ engagement in their children’s distance learning during COVID-19 crisis. A thematic analysis of interviews with 20 mothers from high and low socioeconomic background yielded three core categories: (a) mothers’ responses to the situation of school closures that addressed to organizing, supervising and less learning pressure by keeping boundaries between school and home activities; (b) challanged and concerens th…
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 …
School Credentials
Based on an ecological approach, the study examines the types of matriculation credentials that students achieved in four social contexts defined by the socio-economic status (SES) of the schools and the urban localities in which they are situated while comparing between Jewish and Arab educational sectors in Israel. About 23,726, 12th grade students from 453 schools located in 66 large urban localities were analyzed using hierarchical multilevel…
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…
Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils ( n = 855) from Grades 7 to 10 from one se…
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…
What is up? Parental Whatsapp discussion groups in diverse educational settings in Israel
We explore and characterize the use of WhatsApp group instant messaging as part of the social media trend in the context of parental engagement and participation in public schooling. We reveal how this platform is utilized within public school parental interactions, emphasizing the possible benefits as well as obstacles for such technologies in promoting parental engagement in diverse settings in Israel. Given the abundance of literature dealing …
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 and relations with parents
Private tutoring intensity in schools
Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school soci…
School principals’ agency as reflected by extracurricular activities in the Israeli education system
This study examines the nature and extent of extracurricular activities in the Palestinian Arab, Jewish Religious and Jewish Secular educational sectors (Israeli education system also includes the Ultra-Orthodox sector with its own management, monitoring and governance apparatus.) in Israel, in order to characterise the contextual variables that may affect school principals’ agency. We explored 2009 Program for International Student Assessment re…
The Long-Term Effects of a University Outreach Programme
Teachers’ Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel
The study examines teachers’ trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social roles to trust depending on the school’s social composition. In schools with low socioeconomic compo…
School governance and teachers' attitudes to parents' involvement in schools
Parent Empowerment and Teacher Professionalism
School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher—parent relations. In-depth interviews with homeroom teachers in affluent urban elementary schools revealed that teachers favored parents' involvement but also felt vulnerable to the increa…
Gender, ethnicity, and school principalship in Israel
Based on the social closure perspective, this study examines the intersection of women and minorities in school leadership positions and argues that organizational culture is related to the exclusion of women and minorities from high‐rank positions. This argument is tested by an estimation of the likelihood of minority women, minority men, non‐minority women and non‐minority men holding school principal positions in two different educational syst…
Gender and Teachers' Attrition
Gender Inequality in Leadership Positions of Teachers
By integrating individual and contextual approaches, the present study examines gender differences in appointment to leadership positions in schools in three different educational sectors in Israel. Based on a sample of 10,733 Israeli high school teachers in two Jewish educational sectors and one Arab educational sector, we performed a set of multinomial logistic regressions. The main findings indicate that gender has an independent influence on …
The Feminization of Teaching and Principalship in the Israeli Educational System
This study focused on the extent of feminization of teaching and principalship in Israel. Referring to the queuing model, it examined the interaction effect of the local authority and school contexts on two interrelated dimensions of feminization: the percentage of women teachers in schools and the probability of having a woman as a school principal. On the basis of a sample of 1,240 primary and secondary schools in 111 local authorities, a two-l…
Parent Empowerment and Teacher Professionalism
School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher—parent relations. In-depth interviews with homeroom teachers in affluent urban elementary schools revealed that teachers favored parents' involvement but also felt vulnerable to the increa…
School governance and teachers' attitudes to parents' involvement in schools
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…
School principals’ agency as reflected by extracurricular activities in the Israeli education system
This study examines the nature and extent of extracurricular activities in the Palestinian Arab, Jewish Religious and Jewish Secular educational sectors (Israeli education system also includes the Ultra-Orthodox sector with its own management, monitoring and governance apparatus.) in Israel, in order to characterise the contextual variables that may affect school principals’ agency. We explored 2009 Program for International Student Assessment re…
Private tutoring intensity in schools
Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school soci…
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 …
What is up? Parental Whatsapp discussion groups in diverse educational settings in Israel
We explore and characterize the use of WhatsApp group instant messaging as part of the social media trend in the context of parental engagement and participation in public schooling. We reveal how this platform is utilized within public school parental interactions, emphasizing the possible benefits as well as obstacles for such technologies in promoting parental engagement in diverse settings in Israel. Given the abundance of literature dealing …
Teachers' capital and relations with parents
Gender and Teachers' Attrition
Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils ( n = 855) from Grades 7 to 10 from one se…
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…
Teachers’ Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel
The study examines teachers’ trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social roles to trust depending on the school’s social composition. In schools with low socioeconomic compo…
Mothers as teachers to their children
The study examined Israeli mothers’ engagement in their children’s distance learning during COVID-19 crisis. A thematic analysis of interviews with 20 mothers from high and low socioeconomic background yielded three core categories: (a) mothers’ responses to the situation of school closures that addressed to organizing, supervising and less learning pressure by keeping boundaries between school and home activities; (b) challanged and concerens th…
Gender Inequality in Leadership Positions of Teachers
By integrating individual and contextual approaches, the present study examines gender differences in appointment to leadership positions in schools in three different educational sectors in Israel. Based on a sample of 10,733 Israeli high school teachers in two Jewish educational sectors and one Arab educational sector, we performed a set of multinomial logistic regressions. The main findings indicate that gender has an independent influence on …
School Credentials
Based on an ecological approach, the study examines the types of matriculation credentials that students achieved in four social contexts defined by the socio-economic status (SES) of the schools and the urban localities in which they are situated while comparing between Jewish and Arab educational sectors in Israel. About 23,726, 12th grade students from 453 schools located in 66 large urban localities were analyzed using hierarchical multilevel…
The Feminization of Teaching and Principalship in the Israeli Educational System
This study focused on the extent of feminization of teaching and principalship in Israel. Referring to the queuing model, it examined the interaction effect of the local authority and school contexts on two interrelated dimensions of feminization: the percentage of women teachers in schools and the probability of having a woman as a school principal. On the basis of a sample of 1,240 primary and secondary schools in 111 local authorities, a two-l…
Gender Inequality in Leadership Positions of Teachers
By integrating individual and contextual approaches, the present study examines gender differences in appointment to leadership positions in schools in three different educational sectors in Israel. Based on a sample of 10,733 Israeli high school teachers in two Jewish educational sectors and one Arab educational sector, we performed a set of multinomial logistic regressions. The main findings indicate that gender has an independent influence on …
The Feminization of Teaching and Principalship in the Israeli Educational System
This study focused on the extent of feminization of teaching and principalship in Israel. Referring to the queuing model, it examined the interaction effect of the local authority and school contexts on two interrelated dimensions of feminization: the percentage of women teachers in schools and the probability of having a woman as a school principal. On the basis of a sample of 1,240 primary and secondary schools in 111 local authorities, a two-l…
Gender, ethnicity, and school principalship in Israel
Based on the social closure perspective, this study examines the intersection of women and minorities in school leadership positions and argues that organizational culture is related to the exclusion of women and minorities from high‐rank positions. This argument is tested by an estimation of the likelihood of minority women, minority men, non‐minority women and non‐minority men holding school principal positions in two different educational syst…
Gender and Teachers' Attrition
Parent Empowerment and Teacher Professionalism
School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher—parent relations. In-depth interviews with homeroom teachers in affluent urban elementary schools revealed that teachers favored parents' involvement but also felt vulnerable to the increa…
School governance and teachers' attitudes to parents' involvement in schools
Teachers’ Trust in Role Partners, Intention to Continue in Teaching, and Schools Social Composition in Israel
The study examines teachers’ trust in their role partners and its relation to their intention to continue teaching at schools with high and low socioeconomic composition. Based on a questionnaire completed by 149 Israeli teachers in in-service training programs, and interviews with 10 teachers, it was found that teachers attribute different social roles to trust depending on the school’s social composition. In schools with low socioeconomic compo…
School principals’ agency as reflected by extracurricular activities in the Israeli education system
This study examines the nature and extent of extracurricular activities in the Palestinian Arab, Jewish Religious and Jewish Secular educational sectors (Israeli education system also includes the Ultra-Orthodox sector with its own management, monitoring and governance apparatus.) in Israel, in order to characterise the contextual variables that may affect school principals’ agency. We explored 2009 Program for International Student Assessment re…
The Long-Term Effects of a University Outreach Programme
Private tutoring intensity in schools
Private tutoring (PT) is becoming a worldwide phenomenon. In Israel too, about a third of elementary school students participate in PT. Based on sociological and school quality considerations, we examined school characteristics that are associated with PT intensity at school. The data encompassed a random state wide sample of 389 Israeli elementary schools collected by the Ministry of Education in 2012. The results showed that in high school soci…
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…
What is up? Parental Whatsapp discussion groups in diverse educational settings in Israel
We explore and characterize the use of WhatsApp group instant messaging as part of the social media trend in the context of parental engagement and participation in public schooling. We reveal how this platform is utilized within public school parental interactions, emphasizing the possible benefits as well as obstacles for such technologies in promoting parental engagement in diverse settings in Israel. Given the abundance of literature dealing …
Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils ( n = 855) from Grades 7 to 10 from one se…
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…
PhD first-generation and continuing generation students’ academic experience and strengths
Mothers as teachers to their children
The study examined Israeli mothers’ engagement in their children’s distance learning during COVID-19 crisis. A thematic analysis of interviews with 20 mothers from high and low socioeconomic background yielded three core categories: (a) mothers’ responses to the situation of school closures that addressed to organizing, supervising and less learning pressure by keeping boundaries between school and home activities; (b) challanged and concerens th…
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 …
School Credentials
Based on an ecological approach, the study examines the types of matriculation credentials that students achieved in four social contexts defined by the socio-economic status (SES) of the schools and the urban localities in which they are situated while comparing between Jewish and Arab educational sectors in Israel. About 23,726, 12th grade students from 453 schools located in 66 large urban localities were analyzed using hierarchical multilevel…
What Can We Learn About Research on Parental Involvement in School? Bibliometric and Thematic Analyses of Academic Journals
We present an empirical overview of current research in the area of parental involvement (PI) based on a bibliometric analysis of 544 articles published between 2014 and 2018, and a thematic review of 39 of the Q1-journal articles in the sample, which contributed to a more detailed illustration of the knowledge base of PI research. The findings reveal an ongoing increase in the intensity of research in five distinct foci. The research is shown to…
Relationship between school and parents
The benefits of cooperation between school and parents for students’ well-being, learning, and academic development are widely acknowledged. However, schools often face challenges in establishing cooperative relations with parents, and teachers sometimes perceive interactions with parents as burdensome. Despite its assumed relevance in shaping parent-teacher relationships, the legal framework has received little attention in the previous literatu…
Social Gaps in Eligibility for a Matriculation Certificate in Israel
The COVID-19 pandemic, as a global health crisis, has disrupted schools and students’ lives, and raised concern about an increase in social inequality. Three hypotheses were examined: 1. Between pre-COVID-19, during COVID-19, and post-COVID-19, there will be a decrease over time in the percentage of matriculation certificate (PMC) and outstanding matriculation certificate eligibility (POMC) in schools; (H2) The decrease in PMC over time will be g…
A street-level policy entrepreneur's perspective for bridging public policy and school principalship
Limited theoretical attention has been paid to understanding school principals as policy entrepreneurs through frameworks drawn from public policy. Using Kingdon's Multiple Streams Framework, we conceptualize policy entrepreneurship as a form of policy enactment in which principals move beyond interpreting and adapting policies to using their discretion to initiate and influence policy processes. We demonstrate that, while school principals may i…
Psychology (21 obras) · Sociology (21 obras) · Political science (16 obras) · Pedagogy (14 obras) · Parental Involvement in Education (11 obras) · Social Psychology (11 obras) · Social science (11 obras) · Diverse Education Studies and Reforms (10 obras) · Teacher Education and Leadership Studies (8 obras) · Geography (7 obras)