Arab Schools Research Articles

El impacto del clima escolar sobre la violencia en centros árabes de Jerusalén: perspectiva del profesorado

School violence constitutes one of the central issues on public agenda in Israel and multiple other countries, since the figure of those students involved in such violence is considerable high according to international standards. The aim of this study is to examine the teachers' perceptions of the impact of educational climate on reducing violence in Arab schools in Israel. The tools used to collect data were a questionnaire and a semi-structured interview. 352 teachers participated in the study: the number of participants filling in the school climate questionnaire was 302 and the number of participants in the interview were 50 teachers. All the participants in the study are from East Jerusalem and work in both state and private Arab schools. The findings of the study indicate that, according to the teachers’ opinions, there is a positive relationship between maintaining an optimal educational climate and the reduction of violence in the Arab schools.

The Role of Information and Communication Technology in Public Sector Administration: The Readiness of the Local Authorities in the Arab Sector in Israel.

This research paper investigates the readiness and integration of ICT in local authorities' administrative processes and service delivery. This is an important topic to explore, given the technological stalemate that is currently witnessed in the Israeli Arab localities. This has caused a significant hindrance to the successful fulfillment of public administrative functions in a rather "technologically advanced" country in the Middle East. Essentially, this research aims to review the incorporation of ICT in the Arab sector in relation to the articulation of the same in Jewish localities. To obtain these results, this study explores qualitative and quantitative research designs, interviews, and surveys with stakeholders and teachers in Arab schools. The results from this research will be used to examine the preparedness level of the Arab public sector in harnessing ICT potential. It also assesses the challenges the local authorities face in leveraging Israel's ICT potential by specifically focusing on the level of digital literacy Arab education sector. The data findings indicate a low-to-moderate degree of ICT integration among teachers, highlighting the importance of pedagogical knowledge and attitudes toward change in facilitating successful ICT implementation. Further, the study contributes to the understanding of ICT utilization in public sector administration and provides recommendations for overcoming obstacles and improving ICT practices in the Arab sector of Israel.

Students’ motivation to study science: The case of Arab students in Israel

The current study investigates the level of students’ motivation in Arab schools in Israel to study science subjects. In addition, we examined whether there was a difference in motivation: (1) between students in different types of schools (elementary, middle, and secondary schools), (2) between boys and girls, (3) between students according to the educational achievement, and (4) between students studying with male or female teachers. The study included 838 students from the different schools. The convenience sample method was used in which 25 items assessed five motivational categories: intrinsic, career, self-determination, self-efficacy, and achievement. The findings of the study showed that the motivation level among students to study science subjects was significantly high in all Arab schools (p≤0.05), but there were significant differences between the three types of schools (p≤0.05). In addition, the study revealed that the motivation level to study science was significantly higher: (1) among girls than among boys (p≤0.05), (2) among students with a high level of achievement than among students with medium/low levels (p≤0.05), and (3) among students whose teachers are females than among students whose teachers are males (p≤0.05).

Role of School Principals in Raising Political Awareness of Social Science Teachers in Arab High Schools within the Green Line and its Relationship with Organizational Citizenship Behavior.

The study aimed to identify the role of school principals in raising political awareness among teachers of social sciences in Arab secondary schools and its relationship to organizational citizenship behavior in order to achieve the objectives of the study and to answer its questions. The correlational descriptive survey methodology was used. The study sample consisted of (351) teachers. The results showed that the role of school principals in raising political awareness from the viewpoint of social sciences teachers in Arab schools within the Green Line was moderate. The results also showed that the level of organizational citizenship behavior among social sciences teachers in Arab secondary schools within the green line were high, and the results showed that there was a statistically significant positive correlation between the role of school principals and the citizenship behavior of social sciences teachers in Arab secondary schools within the green line.

The Degree of Application of the Arab School Principals’ within the Green Line of Electronic Management and its Relationship to the Development of Creativity among School teachers

The study aimed to identify the degree of Arab school principals within the Green Line in implementing E-management and its relationship to the development of creativity among teachers at those schools. The correlational descriptive approach was used, the sample consisted of (405) teachers who were chosen by simple random method. The results showed that the implementation degree of Arab school principals within the Green Line from the teachers’ point of view to E-management was medium, and that the level of creativity among teachers of Arab schools in the Green Line was high, and the existence of a positive correlation between the degree of implementation of principals in the Arab world in the Green Line for e-management and the level of creativity of teachers.

The Level of Job Performance among Arab School Teachers in the Northern Region of Israel from Teachers' Perspective

The Level of Job Performance among Arab School Teachers in the Northern Region of Israel from Teachers' Perspective

The Impact of the Development of social media on the Interaction of Parent-Teacher- School Leadership Involvement in the Arab Schools in Israel

This study examines the interaction between parents, teachers and School Leadership through digital channels. Its purpose was to explore the characteristics of teachers' and parents' and School Leadership conduct through this interaction and to identify patterns of behavior among teachers, parents and School Leadership s on these platforms. To conduct the current study, two questionnaires were developed and distributed online: one of the questionnaires was intended for the parents of seventh-grade students in Arab schools in Israel. The second one was handed to the teachers and School Leadership s of the students. Those two questionnaires have undergone a process of analysis and comparison to come up with results and findings. The present study revealed insights and findings in the context of parent-teacher- School Leadership involvement through digital interaction. The parental involvement is very considered in the process of their children’s learning. It is part of the education process and they need to be engaged actively in the way that this study sees it. The study also shows that parental involvement through digital channels is considered as phenomenon among different and diverse populations.

A School for the Poor? A Case Study of an Arab School in Israel Serving the Working Class

A School for the Poor? A Case Study of an Arab School in Israel Serving the Working Class

Teaching Hebrew as second language in Arab schools in Israel

Abstract Students belonging to the substantial Palestinian-Arab minority in Israel – about one-fifth of the population – are required to study Hebrew as a second language (SL). This study analyzes the policy of teaching Hebrew as SL through content analysis of policy papers, questionnaires and interviews with teachers. It aims to elicit the meaning of studying the majority language by the minority in practical and ethnonational identity terms. The findings indicate that the current policy aims at promoting the acquisition of spoken Hebrew for the purpose of integration in higher education and the labor market, and that international contents are more prominent as part of the growing openness in Palestinian society in Israel. In terms of identity, the importance of Hebrew in that society has grown, but also posed challenges in terms of the minority’s sense of belonging to Israel and identification with the values attendant on acquiring the language. Overall, we identified interfaces between three identity spheres: the Palestinian ethnonational identity, the Jewish-Israeli identity as encountered through Hebrew language studies, and the global identity as represented by educational and employment opportunities and values.

The adopted urban and heritage preservation methodologies in the Arab world: a review article

Preservation of heritage in the Arab world is a subject of extensive investigation. Different urban and architectural heritage preservation projects took place in the Arab world. These projects apply different polices and follow either the American or the European schools of heritage preservation or a hybrid of both. Unfortunately, the majority of these projects are not guided by a unified set of international laws. This study seeks to investigate the presence of an Arabic school for heritage preservation using novel methodologies by reviewing and analyzing 14 urban and architectural heritage preservation projects in African and Asian Arab countries. That were chosen from the reliable documented and governmental preservation projects in the last 20 years following certain selection criteria. The projects included six urban, and ten architectural heritage preservation projects. The researchers can freely say that there is no Arab school for heritage preservation, and there are different limitations with the heritage preservations in its current form. The researchers suggested a number of recommendations to overcome such constraints, enable heritage investment, and take into account aspects of heritage site management in order to achieve sustainability.

Exploring the other side of cultural boundary-crossing teaching in the polarized Israeli society: Jewish teachers from the majority group who teach at the Arab minority's schools

One of the methods of multicultural societies for advancing a shared society is cross-cultural teaching. Commonly, teachers from the majority group apply to teaching at the majority's schools through the acculturation process. The current study, however, illuminates the understudied situation, in which teachers of the Jewish majority group in Israel teach at the Arab minority's schools. Our findings indicate that these Jewish teachers are mostly motivated by their ideology and moral values, mainly a yearning to bridge between two hostile societies. These teachers' integration into the minority's schools is challenging due to cultural differences, lack of familiarity with Arabic, and difficulties introducing informal pedagogy, that is not common in Arab schools, discipline problems among students, and a challenging national-political discourse.

Arabs in segregated vs. mixed Jewish–Arab schools in Israel: their identities and attitudes towards Jews

ABSTRACT In Israel, the majority of Jewish and Arab students attend ethnically-segregated schools. However, a new phenomenon has emerged in recent decades: ethnically mixed schools – either because they are intentionally designed to be bilingual and multicultural, or the circumstantial outcome of a demographic mix. The research compares the self-identifications of Arab students attending segregated schools and mixed schools of various kinds, and examines their attitudes toward Jews. The findings suggest that students attending mixed schools tend to define themselves in national terms, as social identity theory predicts. In addition, while Arab students attending circumstantially-mixed Hebrew schools tend to define themselves as Israelis, those attending multicultural and segregated schools tend to define themselves as Palestinians. The “Arab” self-definition is common to all research participants. Additionally, Arab students who identify as Israelis tend to have more positive attitudes toward Jews, but no significant correlation between Palestinian self-identification and negative attitudes toward Jews was found.

Breastfeeding knowledge, attitude, intention and practice of women in Purdah in Ibadan, Nigeria

Background: Religious beliefs and practices have been implicated in mothers’ breastfeeding practices; however, little is known about the breastfeeding intention and practices of women in Purdah. Aims: To assess the breastfeeding knowledge, attitude, intention and practices of women in Purdah in Ibadan, Nigeria. Subjects and Methods: Three hundred and sixty-three consenting women in Purdah (250 married and 113 unmarried) from seven Islamic and Arabic schools (Madrasah) participated in this cross-sectional study. A semi-structured interviewer-administered questionnaire was used to elicit data on the respondents’ sociodemographic characteristics, breastfeeding knowledge and breastfeeding attitude. Breastfeeding intention and practices were also obtained from unmarried and married respondents respectively. Results: The average age of the respondents was 31.2 ± 6.6 years, 68.9 % were married while 56.4 % of the unmarried were engaged to getting married (Khitba). Two-thirds of the married women had adequate breastfeeding knowledge while 56.6 % of the unmarried women had inadequate breastfeeding knowledge. Overall, 6 out of every 10 women in Purdah had adequate breastfeeding knowledge. Also, 6 out 10 of the respondents had positive attitudes toward breastfeeding (65.2 % for married and 58.4 % for unmarried), however, less than half of the unmarried and married women had appropriate intention (47 %) to breastfeeding and good breastfeeding practices (47.2 %) respectively. A Significant relationship was found between breastfeeding knowledge, attitude and intention among unmarried women. Similarly, significant association also existed between breastfeeding knowledge, attitude and practices among married women in Purdah. Conclusions: Targeted breastfeeding intervention that would improve breastfeeding intention and practices of women in Purdah should be adopted in the teaching curriculum at Islamic and Arabic schools. Keywords: breastfeeding, Muslim women, Islamic and Arabic schools, Purdah.

Evaluating the Methods of Teaching Arabic Language in Arabic Schools of Brunei Darussalam According to the Opinions of Its Students: The Grade Seven as a Case Study

This research aims to identify the effectiveness of the methods of teaching the Arabic language in the seventh grade of Arabic schools in the Sultanate of Brunei Darussalam. The researchers distributed the questionnaire to the 221 students studying the Arabic language. After obtaining the data needed for this research, they analyzed it quantitatively and evaluatively to obtain the required results. 
 This research has reached results that the positive aspects of the methods of teaching the Arabic language in the seventh grade of Arabic schools in Brunei Darussalam from the Arabic secondary schools in the Sultanate of Brunei Darussalam are evident in that most of the teachers in the seventh grade of Arabic schools in Brunei Darussalam train their students on the four linguists skills have a percentage of (78.2%), and most of them speak the Arabic language when they teach the Arabic language, and their percentage is (50.4%), and most of them also ask their students to speak the Arabic language in the classroom, and their percentage reached (65.6%). In addition to the presence of most of the students in it who speak Arabic with their teachers in the classroom, their percentage is (56%), and they also speak Arabic in the classroom with their classmates, and their percentage is (41.8%). 
 As for the negative aspects, it appears in the presence of some teachers who do not train their students in the four language skills, and their percentage is (21.8%), and they do not speak Arabic when they teach Arabic, and their percentage is (49.6%), and they do not ask their students to speak in the Arabic language in the classroom, and their percentage is (34.4%), in addition to the presence of some students who do not speak the Arabic language with their teachers in the classroom, and their percentage reached (44%), and they also do not speak Arabic in the classroom with their colleagues, as their percentage reached (58.2%).

Teachers' perspectives toward integrating special education need learners in normal classrooms: A case study of Arab teachers in Israel

This paper constitutes a relatively new area that has emerged from the relationship between Special Education Need (SEN) students in normal classrooms and teachers’ perspectives. The purpose of this study was to investigate factors that could contribute to differences in attitudes of public-school teachers toward the inclusion of students with special needs in general education classes in the Arab schools in Israel. The study used a quantitative methodology, adopting an online survey method of data collection, addressed to a total number of 237 teachers working in government public schools. The findings indicated that teachers who hold a master’s degree were more likely to accept the idea of integrating SEN students in regular settings and suggested that teachers' education level affected their emotional attitude towards SEN integration. These findings embody significant practical meanings. A change is needed in the way Arab society perceives students with SEN, and how this society treats their integration into the framework of regular students. A practical recommendation of this study is that the Ministry of Education should offer intensive training for a wide range of teachers to be able to deal with students with special needs.

Ethical dilemmas facing female teachers in the Arab education system in Israel

Arab society in Israel is a minority in the process of change. Teachers are at the heart of these processes as agents of progress, education, and integration, while belonging at the same time to a traditional, religious, and patriarchal society that seeks to preserve its identity. The purpose of this study was to examine the ethical dilemmas that Arab teachers in Israel face in teaching students in Arab schools and to understand what considerations and values guide them in making ethical decisions and how they act on them. We interviewed 15 teachers who teach in Arab schools. The findings of the study show that four categories related to ethical dilemmas characterize the work of teachers: an ethics of fairness versus an ethics of care, the neoliberal concept of ethics versus a professional ethics, a cultural ethics versus a professional ethics, and a professional ethics versus an ethics of care. Teachers adopted five key strategies to address these dilemmas: equal treatment, customized teaching, compromise and appeasement, extra effort on the part of the teacher, and collaboration. This research contributes to the growing literature on ethics and education and adds a unique perspective that addresses the ethical dilemmas of teachers in traditional and conservative societies. The findings of the study suggest that the professional ethics of Arab teachers, who in Israel belong to an ethnic minority, should be strengthened.

- بناء نموذج تنظيمي للاعتماد المدرسي من المنظور التربوي الإسلامي: مدارس التعليم ما بعد الأساسي بسلطنة عمان أنموذجا Building an Organizational Model for School Accreditation from an Islamic Educational Perspective: Post-basic education schools in the Sultanate of Oman as a Model.

Research Objectives: The research aims to build a model according to standards and indicators for school accreditation for schools of post-basic education in the Sultanate of Oman from an Islamic educational perspective that is compatible with the nature of the educational system in the Sultanate. To be a guide and guide for those in charge of improving and developing school performance, since school accreditation is one of the modern systems prevailing globally in evaluating the performance of global institutions. Study Methodology: The study relies on the descriptive approach, collecting information and literature on international and Arab school accreditation standards and linking them to the Islamic perspective. Results: The researcher designed a special school accreditation model for post-basic education consisting of (12) criteria distributed over (94) main indicators. Based on the need analysis and review of the main dimensions used in the previous studies, and for the purpose of sorting out the educational efficiency criteria for the school in the Ministry of Education in the Sultanate of Oman, these dimensions were framed in (12) main criteria. The originality of the research: The school accreditation system is one of the educational systems that studies have agreed upon is an urgent and necessary need for schools to ensure the quality of outputs and reassure the community that the school is doing its job to the fullest. And recommended the need to apply it in educational institutions. Which recommended that accreditation should not be limited to institutions of higher education and private education alone, but should be extended to include the education system in all its stages and institutions. Hence the necessity of conducting this study, due to the lack of accurate standards that enable us to measure the efficiency of the school, through an evaluation program based on well-studied global scientific foundations and in line with the environment, Omani society and the nature of the stage and characteristics of post-basic education.

- بناء نموذج تنظيمي للاعتماد المدرسي من المنظور التربوي الإسلامي: مدارس التعليم ما بعد الأساسي بسلطنة عمان أنموذجا Building an Organizational Model for School Accreditation from an Islamic Educational Perspective: Post-basic education schools in the Sultanate of Oman as a Model.

Research Objectives: The research aims to build a model according to standards and indicators for school accreditation for schools of post-basic education in the Sultanate of Oman from an Islamic educational perspective that is compatible with the nature of the educational system in the Sultanate. To be a guide and guide for those in charge of improving and developing school performance, since school accreditation is one of the modern systems prevailing globally in evaluating the performance of global institutions. Study Methodology: The study relies on the descriptive approach, collecting information and literature on international and Arab school accreditation standards and linking them to the Islamic perspective. Results: The researcher designed a special school accreditation model for post-basic education consisting of (12) criteria distributed over (94) main indicators. Based on the need analysis and review of the main dimensions used in the previous studies, and for the purpose of sorting out the educational efficiency criteria for the school in the Ministry of Education in the Sultanate of Oman, these dimensions were framed in (12) main criteria. The originality of the research: The school accreditation system is one of the educational systems that studies have agreed upon is an urgent and necessary need for schools to ensure the quality of outputs and reassure the community that the school is doing its job to the fullest. And recommended the need to apply it in educational institutions. Which recommended that accreditation should not be limited to institutions of higher education and private education alone, but should be extended to include the education system in all its stages and institutions. Hence the necessity of conducting this study, due to the lack of accurate standards that enable us to measure the efficiency of the school, through an evaluation program based on well-studied global scientific foundations and in line with the environment, Omani society and the nature of the stage and characteristics of post-basic education.

Difficulties of Students from the Palestinian Authority who Learn in an Arab High School in Israel

The aim of research is to investigate high school students who have moved to Israel from the Palestinian Authority in order to study. We used qualitative research based on semi-structured interviews. The research participants of this study were students and teachers affiliated with a high school in the North of Israel. The paper discusses those students’ experiences of identity crisis between their self-identity and their national identity. The paper also voices the students’ feelings of alienation and disconnection to their school community, leading to gaps in the academic, social, and familial difficulties. This study shows that these difficulties lead to a conflict of identity between their original identity – the Palestinian Authority – and their new identity as students in an Arab school in Israel. This situation might lead to feelings of disconnection and alienation, that must be addressed by the entire school community.

Recent Research Trends in Arabic-Oriented Radio and TV Channels: An Analytical Review

The current study investigated the most significant scientific research conducted in this field in both Arabic and English to provide an integrated view of contemporary research trends in Arabic radio/channels and to identify the findings of prior studies. In Arabic, between 2013 to 2021, the researcher conducted a second-level qualitative analysis process on several research papers and studies, totaling 88 research papers.Compared to oriented channels, the analysis of radio-targeted discourse has been the subject of a relatively small number of studies, and even in the most recent studies, the radio-targeted discourse has been regarded as a historical narrative. Youth represented the most significant percentage of the target audience for research-oriented radios and channels, followed by adolescents. Despite an increase in the Arab school's contributions to the research of oriented radios and channels and its desire to identify the image of Arab countries' issues and crises in Western media, no studies were conducted. Future studies should focus on examining how to present a correct media image or correct the false image that has been presented.