Understanding reforms, school reactions to major changes: the case of Israel

References

• Arar, K. 2014. Deputy-principals in Arab Schools in Israel: An Era of Reform. International Journal of Educational Management 28 (1): 96–113.
   Google Scholar
• Avidov-Ungar, O., and R. Arviv-Elyashiv. 2018. “Teacher Perceptions of Empowerment and Promotion During Reforms.” International Journal of Educational Management 32 (1): 155–170.
   Web of Science ®Google Scholar
• Avidov-Ungar, O., and R. Reingold. 2018. “Israeli Ministry of Education’s District Managers’ And Superintendents’ Role As Educational Leaders—Implementing the New Policy for Teachers’ Professional Development.” International Journal of Leadership in Education 21 (3): 293–309. doi: 10.1080/13603124.2016.1164900
   Web of Science ®Google Scholar
• Berkovich, I. 2011. “No We Won't! Teachers’ Resistance to Educational Reform.” Journal of Educational Administration 49 (5): 563–578. doi: 10.1108/09578231111159548
   Google Scholar
• Berkovich, I., and R. Bogler. 2018. “DESCP Factors: The ‘Invisible’ Impediments to Reforms in Education.” Journal of Educational Administration and History. Advance online publication. doi:10.1080/00220620.2018.1540465.
   Web of Science ®Google Scholar
• Cinamon, R. G., H. Habayib, and M. Ziv. 2016. “The Conception of Work and Higher Education among Israeli Arab Women.” International Journal of Educational Research 76: 129–140. doi: 10.1016/j.ijer.2015.04.004
   Web of Science ®Google Scholar
• Creswell, J. W. 2007. Qualitative Inquiry & Research Design: Choosing Among Five Approaches. 2nd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Crossley, N. J. 2017. The Impact of Government Reform on the Conceptualisations of Professionalism in Compulsory Education in England; Considering the National Standards of Excellence for Headteachers and the Teachers’ Standards Through the Lens of Critical Discourse Analysis. PhD diss., University of Exeter. Accessed 27 November, 2018. https://ore.exeter.ac.uk/repository/handle/10871/33060.
   Google Scholar
• Cuban, L. 2013. “Why So Many Structural Changes in Schools and So Little Reform in Teaching Practice?” Journal of Educational Administration 51 (2): 109–125. doi: 10.1108/09578231311304661
   Google Scholar
• Darling-Hammond, L., and R. Rothman. 2011. Teacher and Leader Effectiveness in High Performing Education Systems. Stanford: SCOPE.
   Google Scholar
• Day, Christopher, Pam Sammons, Gordon Stobart, Alison Kington, and Qing Gu. 2007. “Studying Teachers’Work and Lives: Research Contexts.” In Teachers Matter: Connecting Lives, Work and Effectiveness, edited by Ivor Goodson, and Andy Hargreaves, 1–37. Berkshire: Open University Press and McGraw-Hill Education.
   Google Scholar
• De Haan, M. 2012. “The Effect of Additional Funds for Low-Ability Pupils: A Nonparametric Bounds Analysis.” CESifo Working Paper No. 3993. Munich, Germany: Economics of Education.
   Google Scholar
• Earley, P., and T. Greany. 2017. School Leadership and Education System Reform. London: Bloomsbury.
   Google Scholar
• Flessa, J. J. 2012. “Principals as Middle Managers: School Leadership During the Implementation of Primary Class Size Reduction Policy in Ontario.” Leadership and Policy in Schools 11 (3): 325–343. doi: 10.1080/15700763.2012.692429
   Google Scholar
• Fullan, M. 2016. The New Meaning of Educational Change. 5th ed. New York: Teachers College Press/Routledge.
   Google Scholar
• Galford, G., S. Hawkins, and M. Hertweck. 2015. “Problem-Based Learning as a Model for the Interior Design Classroom: Bridging the Skills Divide Between Academia and Practice.” Interdisciplinary Journal of Problem-Based Learning 92: 8.
   Google Scholar
• Gibton, D. 2013. Law, Education, Politics, Fairness: England’s Extreme Legislation for Education Reform. London: IOE Press.
   Google Scholar
• Graß, D. 2018. “Justification and Critique of Educational Reforms in Austria: How Teachers and Head Teachers Re- Frame New Governance.” JSSE-Journal of Social Science Education 164: 60–74.
   Google Scholar
• Gunter, H. M. 2016. An Intellectual History of School Leadership Practice and Research. London: Bloomsbury Publishing.
   Google Scholar
• Hargreaves, A., and D. Shirley. 2009. The Fourth Way. The Inspiring Future for Educational Change. Thousand Oaks, CA: Corwin/Sage.
   Google Scholar
• Helmer, B. C., C. Holt, and R. Thompson. 2015. “The Principals’ Communication: Shaping Campus Morale and Student Learning.” National Forum of Educational Administration and Supervision Journal 32 (2): 17–28.
   Google Scholar
• Loogma, K., K. Tafel-Viia, and M. Ümarik. 2013. “Conceptualising Educational Changes: A Social Innovation Approach.” Journal of Educational Change 14: 283–301. doi:10.1007/s10833-012-9205-2.
   Google Scholar
• Marshall, C., and G. Rossman. 2012. Designing Qlatitative Research. London: Sage.
   Google Scholar
• Mayer, A., and K. LeChasseur. 2013. “Caught in the Middle: Urban Principals’ Attempts to Achieve School Autonomy and Devolve Decision-Making.” Journal of Urban Learning, Teaching, and Research 9: 32–41.
   Google Scholar
• Nir, A., Y. Kondakci, and S. Emil. 2018. “Travelling Policies and Contextual Considerations: On Threshold Criteria.” Compare: A Journal of Comparative and International Education 48 (1): 21–38. doi:10.1080/03057925.2017.1281102.
   Web of Science ®Google Scholar
• Oplatka, I. 2019. Reforming Education in Developing Countries: From Neoliberalism to Communitarianism. London: Routledge.
   Google Scholar
• RAMA -National Authority for Measurement and Evaluation in Education. 2013. The “Courage to Change” Reform: Perceptions of Teachers and Principals concerning the Reform and Attitude concerning the Manner of Assimilation. Ramat Gan: RAMA.
   Google Scholar
• Rizvi, F., and B. Lingard. 2011. “Social Equity and the Assemblage of Values in Australian Higher Education.” Cambridge Journal of Education 41 (1): 5–22. doi: 10.1080/0305764X.2010.549459
   Web of Science ®Google Scholar
• Robinson, K., and L. Aronica. 2015. Creative Schools: The Grassroots Revolution That’s Transforming Education. New York: Viking.
   Google Scholar
• Shaked, H., and C. Schechter. 2017. “School Principals as Mediating Agents in Education Reforms.” School Leadership and Management 37 (1-2): 19–37. doi: 10.1080/13632434.2016.1209182
   Web of Science ®Google Scholar
• Shirley, D. 2009. “Community Organizing and Educational Change: A Reconnaissance.” Journal of Educational Change 10: 229–237. doi: 10.1007/s10833-009-9112-3
   Google Scholar
• Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. London: Sage.
   Google Scholar
• Tamir, E., and L. Shaked. 2016. What to Do With the Bounty? Organizational Patterns for the Implementation of Resources Allocated by the “Courage to Change” Reform (Oz Letmura) Reform. Leadership and Policy in Schools 15 (4): 567–597. doi: 10.1080/15700763.2016.1181190
   Web of Science ®Google Scholar
• Tamir, E., and K. Arar. 2019. “High School Principal's Resources Allocation in An Era of Reforms.” International Journal of Educational Management 33 (5): 15–32.
   Web of Science ®Google Scholar
• Taub, R. 2015. “A New Educational Reform in Israeli High Schools Affecting Teachers’ Motivation and Perception of The Teaching Profession.” Procedia-Social and Behavioral Sciences 209: 503–508. doi: 10.1016/j.sbspro.2015.11.279
   Google Scholar
• The National Board. 2000. ‘Courage to Change’ – The Program of the High School Teachers’ Organization to Change the Education System. Tel Aviv: The Organization of High School Teachers in Seminars and Colleges.
   Google Scholar
• Waite, D., G. Rodríguez, and A. Wadende. 2015. “Globalization and the Business of Educational Reform.” In Second International Handbook in Globalization, Education and Policy Research, edited by J. Zajda, 353–374. Dordrecht: Springer.
   Google Scholar
• Young, T. V. 2011. “Teachers Unions in Turbulent Times: Maintaining Their Niche.” Peabody Journal of Education 86 (3): 338–351. doi: 10.1080/0161956X.2011.579019
   Google Scholar