Abstract: This work explores whether a" psychological price" is indicated in the affect... more Abstract: This work explores whether a" psychological price" is indicated in the affective domain of the weaker student in abilty-mixed settings; whether this price differs for various dimensions of this domain; and whether it is related to academic achievement. Existing ...
Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of ... more Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as "open/flexible" or "closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effortinput). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
Abstract School integration (desegregation) was introduced in Israeli junior high schools in 1968... more Abstract 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 ...
In Israel, efforts to narrow the cognitive and social gap between pupils have been directed towar... more In Israel, efforts to narrow the cognitive and social gap between pupils have been directed toward integration through structural changes in the educational system, along with expected changes in the educational process. This study analyzes the relationships between the school climate and the different educational outcomes for students in various class situations. The study is based on analysis of data from a Junior High School study which was aimed at evaluating the reform in the Israeli educational system, and the conclusions of a case study of five integrated junior high schools in Israel. The ethnic composition of the classes studied varied due to the specific demographic situation in each area, to the location, and to individual school policy. It was hypothesized that school climate may have a differential effect for different types of classes, according to their composition and grade. On a school level analysis, two distinctive climates were revealed: an achievement-conservative one and an integrative-open one. The type of climate was related to various student variables, such as achievement, aspirations, locus of control, self image, and anxiety. Results showed that classes are differentially sensitive to the effects of school climate, according to their ethnic composition. Also, in analyzing "extreme school climate situations," the potential impact of school climate was found to be quite consistent. It is suggested that school climate is a dynamic phenomenon, changing through an interactive process,
Contending that justice experiences in school serve as a hidden curriculum that conveys messages ... more Contending that justice experiences in school serve as a hidden curriculum that conveys messages about the wider society and impact student attitudes and behavior, we investigate the effects of students' sense of distributive and (school) procedural justice on democratic-related attitudes: liberal democratic orientation (civil rights), social trust and institutional trust. The study was carried out among about 5,000 8thand 9th-grade students in a national sample of 48 junior high schools in Israel in the 2010-2011 school year. The two-level data-individual and school-were analyzed by the hierarchical linear model (HLM7) program. Findings basically support our hypotheses: sense of distributive instrumental and, especially, of relational justice at school have a positive effect on liberal democratic orientation and on trust in people and in formal institutions. Furthermore, school (aggregate) sense of procedural justice adds to these positive effects and, in the case of democratic orientation, also interacts with instrumental justice and intensifies its effect on this outcome. However, these attitudes are also dependent on sectorial affiliation (Jewish secular, Jewish religious, Israeli-Arab), which explains a considerable portion of between-school variation in student attitudes.
Social Psychology of Education an International Journal, 2009
Abstract In this investigation I explore teachers' perspectives on just grade allocation. The... more Abstract In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that ...
This work explores whether a 'psychological price' is indicated in the affective domain of the we... more This work explores whether a 'psychological price' is indicated in the affective domain of the weaker student in integrated, ability-mixed settings; is this price differential regarding various dimensions of this domain; and, is it related to academic achievement. Investigation is conducted through an analysis of the existing research in the fields of ability grouping, streaming, curriculum tracking and ethnic segregation and integration. This analysis is supplemented by an indepth study in two Israeli samples. It was found that the level of classroom composition is negatively related to evaluations of learning motivation and academic self-image but positively related to sense of control (and sometimes to aspirations), analogously to the positive effect of composition on academic variables/ achievement. It was also found that incorporating motivation-related in analyzing the effect of classroom intellectual composition on achievement hardly alters the pattern of effects discerned without including an affective dimension in the analysis. It is suggested that different socio-psychological processes may affect achievement and certain affective variables differently than they do other affective variables. Normative reference seems to be more effective in the cognitive domain; i.e., here the class is more likely to function as a norm resource. This may also be the case with regard to control and aspirations. In contrast, comparative reference seems to be more effective in influencing self-image. It is concluded that even if enrichment of intellectual composition involves a psychological price of a lower academic self-image and even reduces motivation for the 'lois', their academic achievement is not reduced; in fact it is increased.
Impatient with sluggish societal processes, egalitarian school systems eagerly attempt to promote... more Impatient with sluggish societal processes, egalitarian school systems eagerly attempt to promote disadvantaged students. Nevertheless, despite intentional educational investment and latent social amelioration, achievement differentials along social lines endure over time and even widen. The persisting differentials do not surprise the "allocation" theorists who rely on political and cultural mechanisms of exclusion in explaining the continuous superiority of the socially "strong." They however challenge "socialization" theories that stress the capability of schools to improve the achievement of the "weak" (Kerckhoff 1976).
Abstract Organizational manipulations of student compositions are conceptualized as an enrichment... more Abstract Organizational manipulations of student compositions are conceptualized as an enrichment or impoverishment of socoio-learning environments which are conceived as a set of educational and psycho-social processes which link student composition to learning and achievement. Among the processes discussed are differential formation by classroom ability level of allocation of school resources, quality of learning interaction, and commitment to learning. This discussion is followed by an exposition of the concept of intensity of separation, an outline of the various definitions of the independent variable in research on the effect of student composition, and a brief review of recent research on the scholastic outcomes of ability grouping, curriculum tracking and clustering, and ethnic and racial segregation. Lastly, several implications for educational policy are considered.
Machsomwatch (checkpoint watch) is an Israeli women protest and human rights movement aimed at mo... more Machsomwatch (checkpoint watch) is an Israeli women protest and human rights movement aimed at monitoring military checkpoints in the West Bank. On a daily basis, in shifts, women volunteers observe the operation of the checkpoints and report their experiences to the public in Israel and worldwide (see www.machsomwatch.org). This paper examines the encounter between Machsomwatch members and the soldiers manning the checkpoints and analyzes its structural and cultural configuration. It is suggested that the specific attributes of these encounters give rise to ambivalent attitudes and emotions among both soldiers and women, but especially the latter.
Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of ... more Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as "open/flexible" or "closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effortinput). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
Abstract In this investigation I explore teachers' perspectives on just grade allocation. The... more Abstract In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that ...
Drawing from both social justice and deprivation research, we conceptualize expressions of sense ... more 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 de®ned by mode of experience, social reward, and social sphere of allocation. To empirically verify the ®t between this conceptual structure and the actual con®guration of people's deprivation reactions, we use a research model of two modes of experience (cognition and emotion), three classes of rewards (instrumental, relational and symbolic), and two social spheres of allocation (school and society at large). A Similarity Space Analysis (SSA) of 17 measures (that represents this model with data collected among Israeli adolescents) reproduced the three-dimensional structure of sense of deprivation, although not all hypothesized af®nities and distances between measures were empirically reconstructed.
Abstract: This work explores whether a" psychological price" is indicated in the affect... more Abstract: This work explores whether a" psychological price" is indicated in the affective domain of the weaker student in abilty-mixed settings; whether this price differs for various dimensions of this domain; and whether it is related to academic achievement. Existing ...
Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of ... more Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as "open/flexible" or "closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effortinput). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
Abstract School integration (desegregation) was introduced in Israeli junior high schools in 1968... more Abstract 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 ...
In Israel, efforts to narrow the cognitive and social gap between pupils have been directed towar... more In Israel, efforts to narrow the cognitive and social gap between pupils have been directed toward integration through structural changes in the educational system, along with expected changes in the educational process. This study analyzes the relationships between the school climate and the different educational outcomes for students in various class situations. The study is based on analysis of data from a Junior High School study which was aimed at evaluating the reform in the Israeli educational system, and the conclusions of a case study of five integrated junior high schools in Israel. The ethnic composition of the classes studied varied due to the specific demographic situation in each area, to the location, and to individual school policy. It was hypothesized that school climate may have a differential effect for different types of classes, according to their composition and grade. On a school level analysis, two distinctive climates were revealed: an achievement-conservative one and an integrative-open one. The type of climate was related to various student variables, such as achievement, aspirations, locus of control, self image, and anxiety. Results showed that classes are differentially sensitive to the effects of school climate, according to their ethnic composition. Also, in analyzing "extreme school climate situations," the potential impact of school climate was found to be quite consistent. It is suggested that school climate is a dynamic phenomenon, changing through an interactive process,
Contending that justice experiences in school serve as a hidden curriculum that conveys messages ... more Contending that justice experiences in school serve as a hidden curriculum that conveys messages about the wider society and impact student attitudes and behavior, we investigate the effects of students' sense of distributive and (school) procedural justice on democratic-related attitudes: liberal democratic orientation (civil rights), social trust and institutional trust. The study was carried out among about 5,000 8thand 9th-grade students in a national sample of 48 junior high schools in Israel in the 2010-2011 school year. The two-level data-individual and school-were analyzed by the hierarchical linear model (HLM7) program. Findings basically support our hypotheses: sense of distributive instrumental and, especially, of relational justice at school have a positive effect on liberal democratic orientation and on trust in people and in formal institutions. Furthermore, school (aggregate) sense of procedural justice adds to these positive effects and, in the case of democratic orientation, also interacts with instrumental justice and intensifies its effect on this outcome. However, these attitudes are also dependent on sectorial affiliation (Jewish secular, Jewish religious, Israeli-Arab), which explains a considerable portion of between-school variation in student attitudes.
Social Psychology of Education an International Journal, 2009
Abstract In this investigation I explore teachers' perspectives on just grade allocation. The... more Abstract In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that ...
This work explores whether a 'psychological price' is indicated in the affective domain of the we... more This work explores whether a 'psychological price' is indicated in the affective domain of the weaker student in integrated, ability-mixed settings; is this price differential regarding various dimensions of this domain; and, is it related to academic achievement. Investigation is conducted through an analysis of the existing research in the fields of ability grouping, streaming, curriculum tracking and ethnic segregation and integration. This analysis is supplemented by an indepth study in two Israeli samples. It was found that the level of classroom composition is negatively related to evaluations of learning motivation and academic self-image but positively related to sense of control (and sometimes to aspirations), analogously to the positive effect of composition on academic variables/ achievement. It was also found that incorporating motivation-related in analyzing the effect of classroom intellectual composition on achievement hardly alters the pattern of effects discerned without including an affective dimension in the analysis. It is suggested that different socio-psychological processes may affect achievement and certain affective variables differently than they do other affective variables. Normative reference seems to be more effective in the cognitive domain; i.e., here the class is more likely to function as a norm resource. This may also be the case with regard to control and aspirations. In contrast, comparative reference seems to be more effective in influencing self-image. It is concluded that even if enrichment of intellectual composition involves a psychological price of a lower academic self-image and even reduces motivation for the 'lois', their academic achievement is not reduced; in fact it is increased.
Impatient with sluggish societal processes, egalitarian school systems eagerly attempt to promote... more Impatient with sluggish societal processes, egalitarian school systems eagerly attempt to promote disadvantaged students. Nevertheless, despite intentional educational investment and latent social amelioration, achievement differentials along social lines endure over time and even widen. The persisting differentials do not surprise the "allocation" theorists who rely on political and cultural mechanisms of exclusion in explaining the continuous superiority of the socially "strong." They however challenge "socialization" theories that stress the capability of schools to improve the achievement of the "weak" (Kerckhoff 1976).
Abstract Organizational manipulations of student compositions are conceptualized as an enrichment... more Abstract Organizational manipulations of student compositions are conceptualized as an enrichment or impoverishment of socoio-learning environments which are conceived as a set of educational and psycho-social processes which link student composition to learning and achievement. Among the processes discussed are differential formation by classroom ability level of allocation of school resources, quality of learning interaction, and commitment to learning. This discussion is followed by an exposition of the concept of intensity of separation, an outline of the various definitions of the independent variable in research on the effect of student composition, and a brief review of recent research on the scholastic outcomes of ability grouping, curriculum tracking and clustering, and ethnic and racial segregation. Lastly, several implications for educational policy are considered.
Machsomwatch (checkpoint watch) is an Israeli women protest and human rights movement aimed at mo... more Machsomwatch (checkpoint watch) is an Israeli women protest and human rights movement aimed at monitoring military checkpoints in the West Bank. On a daily basis, in shifts, women volunteers observe the operation of the checkpoints and report their experiences to the public in Israel and worldwide (see www.machsomwatch.org). This paper examines the encounter between Machsomwatch members and the soldiers manning the checkpoints and analyzes its structural and cultural configuration. It is suggested that the specific attributes of these encounters give rise to ambivalent attitudes and emotions among both soldiers and women, but especially the latter.
Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of ... more Based on a sample of 312 high school teachers who participated in the Israeli PISA assessment of student academic achievement in 2002, the current study examines the mediatory role of their perception of the subject matter (as "open/flexible" or "closed/hierarchical") in the relation between their disciplinary expertise (language, mathematics or science) and their grading style (performance-output or effortinput). The mediation hypothesis was completely supported for all disciplines in the case of perception of subject matter as open/flexible. With respect to the closed/hierarchical perception, it was supported only for the comparison of science vs. mathematics.
Abstract In this investigation I explore teachers' perspectives on just grade allocation. The... more Abstract In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that ...
Drawing from both social justice and deprivation research, we conceptualize expressions of sense ... more 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 de®ned by mode of experience, social reward, and social sphere of allocation. To empirically verify the ®t between this conceptual structure and the actual con®guration of people's deprivation reactions, we use a research model of two modes of experience (cognition and emotion), three classes of rewards (instrumental, relational and symbolic), and two social spheres of allocation (school and society at large). A Similarity Space Analysis (SSA) of 17 measures (that represents this model with data collected among Israeli adolescents) reproduced the three-dimensional structure of sense of deprivation, although not all hypothesized af®nities and distances between measures were empirically reconstructed.
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