Yaron Ghilay

The NB Haifa School of Design, Management, Faculty Member

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Leki Tshering

Sameh S . Ismail

Yerry Soepriyanto

Universitas Negeri Malang

Ioanna Stamatopoulou

CITY College, University of York Europe Campus

Marmara University

Universitas Pendidikan Indonesia (UPI) Bandung

Berlin Fang

Abilene Christian University

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Books by Yaron Ghilay

Online Learning in Higher Education

Nova Science Publishers, 2017

The aim of the book is to enrich the knowledge of educators, specifically academics in higher edu... more The aim of the book is to enrich the knowledge of educators, specifically
academics in higher education with regard to online learning. The text deals
with the creation, development, management and updating of online courses.
The book focuses on unraveling the complexities of Information and
Communications Technology (ICT) and explaining the integration of
technology into educational activity to faculty. Based upon both international
research literature and studies undertaken by the author, the text is grounded in
long-term academic experience in the management of online courses as well as
in assisting lecturers with their educational technology problems. This book
introduces innovative models that meet the educational needs of active
learning, feedback-based learning, online learning (which can completely
replace face-to-face learning), computer assisted assessment, screencast
technology, Comprehensive Technology-Based Learning (CTBL) and training
to manage online courses.
International research universally points out the advantage of integrating
technology into learning. This text presents major terms in educational
technology, focusing on original methodologies and models that promote
technology-based learning processes.

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Papers by Yaron Ghilay

Comparison of the Effectiveness of Distance Learning for Software Courses in Higher Education: Videos vs. Texts

Comparison of the Effectiveness of Distance Learning for Software Courses in Higher Education: Videos vs. Texts, 2025

This study investigates the effectiveness of video-based learning compared to traditional text-ba... more This study investigates the effectiveness of video-based learning compared to traditional text-based methods in distance education for software courses. The research was based on two samples of students (n1 = 32, n2 = 30) enrolled in the "Fundamentals of PSPP" distance course at the N.B. School of Design and Education (PSPP is a free alternative to SPSS). Students were asked to fill in a questionnaire at the end of the year indicating their views on the two methods of learning. Results indicate that students who utilized video content exhibited higher levels of understanding and satisfaction. Videos combining visual and auditory elements were found to significantly enhance learning outcomes by reducing cognitive load and providing clearer demonstrations of software procedures. The study highlights the advantages of video-based learning in fostering a sense of connection between instructors and students, which enhances motivation and engagement in asynchronous learning environments. The study concludes that video-based learning is a superior method compared to text-based learning for teaching complex software skills in distance education, promoting higher student achievement and engagement.

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Rapid Transition to Online Learning: Faculty Distance Training on LMS, Synchronous/Asynchronous Learning, and Computer-Assisted Assessment

Rapid Transition to Online Learning: Faculty Distance Training on LMS, Synchronous/Asynchronous Learning, and Computer-Assisted Assessment, 2024

This study examines the swift shift to online learning prompted by the Covid-19 pandemic, assessi... more This study examines the swift shift to online learning prompted by the Covid-19 pandemic, assessing the effectiveness of a faculty distance training program based on the TMOC (Training for the Management of Online Courses) model. The training program aimed to equip faculty with essential skills for online learning, emphasizing a blend of asynchronous learning materials and synchronous support. Key components included training in the Learning Management System (LMS), video capture tools, synchronous learning platforms, and Computer-Assisted Assessment (CAA). The research surveyed a sample of faculty members (n=38), assessing their views towards the training they received. The findings highlight that faculty greatly valued personalized, real-time assistance, which proved instrumental in tackling immediate technical and pedagogical hurdles. High-quality asynchronous resources were also pivotal, offering flexibility and foundational knowledge. The training resulted in noticeable enhancements in faculty engagement and proficiency in online learning, particularly among those less familiar with digital educational methods. Qualitative feedback emphasized the significance of timely, customized support and collaborative assistance. The study underscores the imperative of holistic training programs that blend technical and pedagogical aspects to facilitate a seamless transition to online learning. These insights offer valuable guidance for institutions seeking to bolster their online education capabilities during emergency situations.

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Retired Officer Principals’ Managerial Characteristics

Social Science Research Network, Sep 15, 2011

Since the early 2000s, interest has been focused on the school principal&#39;s role, includin... more Since the early 2000s, interest has been focused on the school principal&#39;s role, including possible alternatives for recruiting skilled candidates towards educational management. A principal can either be a senior teacher or a professional manager coming from outside the educational system. The research checked the managerial characteristics of retired officer principals. It included three case studies of primary schools managed by retired officers and also all retired officer principals. The research revealed that retired officer principals have significant strengths concerning their organisational capabilities, vision, effective collaboration with stakeholders and maintenance of discipline. Although they are not experts in pedagogy, they succeed to overcome this possible drawback. The study might change traditional educational perceptions claiming that a school principal should grow in the field of education only. Consequently, it gives evidence to a new conception focused on retraining retired officers or maybe other external candidates. Such applicants, having managerial capabilities and experience, may become excellent principals.

Video-Based Learning of Quantitative Courses in Higher Education

I-Manager's Journal of Education Technology, 2018

The aim of the study was to examine the effectiveness of a model called Video-Based Learning (VBL... more The aim of the study was to examine the effectiveness of a model called Video-Based Learning (VBL). VBL is designed to improve the learning of higher education courses, especially those based on activities performed on a computer screen, or learning related to the understanding of visual objects, such as formulas, equations, diagrams, etc. The present study aims to examine the effectiveness of the model for quantitative courses, such as statistics, mathematics, computer courses, or equivalent. The research was based on six samples of students (n1 =14, n2 =41, n3 =17, n4 =27, n5 =27, n6 =19, n-total =145) who studied three quantitative courses: Fundamentals of PSPP, Introduction to Statistics, and total Math for Business Administration. The learners were asked to answer an online questionnaire to assess the characteristics and advantages of VBL for their studies. The findings of the study indicate that according to the students&#39; perceptions, VBL has a significant advantage for students&#39; learning in quantitative courses in higher education: The learning process is outstanding and is much better than reading texts or listening to live lectures and it is considerably flexible. Therefore, it is recommended to adopt the model in faculties of higher education teaching quantitative courses.

Comprehensive Technology-Based Learning (CTBL): A Comparison Between Various Types of Quantitative Courses

Economics and Culture, Dec 1, 2018

Learning quantitative courses in higher education is difficult because students need to understan... more Learning quantitative courses in higher education is difficult because students need to understand complex principles and solve complicated questions. In these courses, new knowledge depends on prior knowledge and when gaps in students’ understanding occur, they are difficult to overcome. The study examines a new model called comprehensive technology-based learning (CTBL) designed to overcome these difficulties. The problem is addressed by full coverage of the curriculum in a variety of textual and video learning tools, as well as an ongoing process of diagnosis and prognosis, designed to overcome students’ difficulties and knowledge gaps. The study examined the students’ attitudes towards CTBL model relating to three quantitative courses (n 1=39, n 2=25, n 3=18, ntotal ). It points out that a quantitative course based on CTBL significantly nurtures students’ learning. Improving learning and overcoming knowledge gaps are influenced by several characteristics: Full coverage of the curriculum, excellent learning experience, repetition of the material without limitations, flexibility to learn outside the classroom, a variety of means to choose which ones are more appropriate, and making learning much easier. Beyond that, the diagnosis and prognosis done by the lecturer cause the instructor to intervene in real time, to solve the students’ difficulties on an ongoing basis.

Student Evaluation in Higher Education: a Comparison Between Computer Assisted Assessment and Traditional Evaluation

I-Manager's Journal of Education Technology, Sep 15, 2012

The study examined advantages and disadvantages of computerised assessment compared to traditiona... more The study examined advantages and disadvantages of computerised assessment compared to traditional evaluation. It was based on two samples of college students (n=54) being examined in computerised tests instead of paper-based exams. Students were asked to answer a questionnaire focused on test effectiveness, experience, flexibility and integrity. Concerning each characteristic, responders were asked to relate to both kinds of evaluation (computerised and traditional). Furthermore, students were asked to evaluate home and classroom computerised exams. The research reveals that there is a significant advantage to computerised assessment in comparison to paper-based evaluation. The most powerful advantage of computer-assisted assessment found throughout the research, is a test's flexibility. The research findings point out that there is significant worthiness to adopt computerised assessment technologies in higher education, including home exams. Such a new method of evaluation is about to improve

Computer Courses in Higher-Education: Improving Learning by Screencast Technology

I-Manager's Journal of Education Technology, Mar 15, 2015

The aim of the study was to find out a method designated to improve the learning of computer cour... more The aim of the study was to find out a method designated to improve the learning of computer courses by adding Screencast technology. The intention was to measure the influence of high-quality clips produced by Screencast technology, on the learning process of computer courses. It was required to find out the characteristics (pedagogical and technical) of such high-quality video clips as well as their advantages for improving the learning process in such courses. The research was based on a sample of learners in two computer courses (n=30) in higher-education. Both courses have been fully covered by video clips (not exclusively) produced by screencast technology. The learners were asked to answer a questionnaire focused on the characteristics of effective clips as well as the advantages of such clips for their learning. The research results point out that according to learners' views, video clips' effectiveness depends mainly on lecturers' instructional qualifications as well as their capability of technically producing high-quality videos. Such clips covering the whole course curriculum, are advantageous for learning computer courses: the learning process is perceived to be excellent, video clips are better than texts and its substantial flexibility is a great advantage as well. Therefore, there is a significant worthiness to add screencast technology to computer courses provided that the entire course is fully covered with relevant video clips, and they are pedagogically and technically of high-quality. Furthermore, using this kind of technology may be suitable for other kinds of courses, including visual components like formulas, diagrams or tables.

FBL: Feedback Based Learning in Higher Education

Higher Education Studies, Sep 15, 2015

The study introduces a new model for higher education called FBL: Feedback Based Learning. It is ... more The study introduces a new model for higher education called FBL: Feedback Based Learning. It is intended to inform the lecturers regarding the progress of students through online questionnaires covering the whole course curriculum. Using technology, lecturers can make a diagnosis at the end of each main topic to find out if there are difficulties and who need help. The results are received and displayed in real time, allowing for immediate intervention to perform. Students’ attitudes toward FBL have been examined in three courses based on the new model by asking learners to respond to a questionnaire at the end of each course (n=62). The study reveals that the use of the model significantly improved student learning because it allowed to accurately focus on their difficulties. It was found out that FBL is suitable for a variety of types of content subject courses but it may be particularly appropriate for courses based on a hierarchical structure. In such courses, each subject depends on previous issues and when students accumulate gaps, it may prevent them from understanding the following themes. FBL provides a practical and feasible solution for such cases.

TBAL: Technology-Based Active Learning in Higher Education

Journal of Education and Learning, Sep 29, 2015

In many institutions of higher education worldwide, faculty members manage lessons based on infor... more In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active learning, using mobile devices in face-to-face courses. Following a research undertaken at the Neri Bloomfield School of Design and Education (n = 67), the new model was found to be very successful. Students, who participated in the research, reported that courses based on TBAL principles, improved their learning process, were very experiential and had a significant contribution for better participation, collaboration and teamwork. The TBAL model was found to be applicable to courses based on text reading, in particular, but it may be also suitable for quantitative courses, subject to appropriate adjustments.

PISMS: Parental Influence on Student Motivation and Self-esteem in Primary Education

Journal of Studies in Education, Nov 5, 2015

The study presents a new model for primary education called PISMS (Parental Influence on Student ... more The study presents a new model for primary education called PISMS (Parental Influence on Student Motivation and Self-esteem). Previous model named ISMS (Improving Student Motivation and Self-esteem) is designed to help schools foster motivation and self-esteem of students. PISMS is a complementary model because it allows schools to train parents how to become involved and to continue strengthening the mission of the school to improve students' motivation and self-esteem. Parents who participated in a three-year study conducted in a primary school (n = 73), reported that a course based on the principles of PISMS, was very helpful in strengthening their ability of how to improve their children's motivation and self-esteem. The significance of these findings is that an additional method for improving key variables having an essential impact on student learning, has been found. The PISMS model has been found to be applicable to primary education, in particular, but it may be suitable for other schools as well.

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Effective six-year high schools

Management in Education, 2010

Introduction Adecision to reform the Israeli educational system was made in 1969. The intention w... more Introduction Adecision to reform the Israeli educational system was made in 1969. The intention was to change the educational system to one where students study for six years at primary school and six years at high school. The new system intended to replace the old one which was based on an eight-year primary school and fouryear secondary school system. The implementation of this decision has not yet been fully accomplished. The significant advantage of a sixyear high school ought to be in the continuity of studying from the 7th grade until the 12th so students can become accustomed to high school standards from the beginning of their studies. Ministry Directive No. 20 (1996) stresses that the Ministry of Education looks upon the sixyear high school as one institution rather than a combination of two entities. The main policy was to keep teaching standards throughout the whole six-year period and to have six-year curricular and social continuity (Ministry Directive No. 20, 1996). It was therefore important to understand what key stakeholders thought about certain aspects of school effectiveness. The importance of the study lay in the attempt to examine sixyear high school effectiveness as perceived subjectively by different stakeholders in three different schools. The results of the study helped to create a basis of knowledge needed to improve six-year high schools, as well as other schools.

TMOC: A Model for Lecturers' Training to Management of Online Courses in Higher-Education

I-Manager's Journal of Education Technology, Sep 15, 2014

Online learning courses include both content and instructional methods, that help people to learn... more Online learning courses include both content and instructional methods, that help people to learn the content. They are delivered via digital devices using texts, voices, pictures or videos. Online learning lessons are intended to help learners reach their personal learning objectives (Clark & Mayer, 2011). Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. * Lecturer in Neri Bloomfield Centre of Design and Education, Haifa, Israel. ** Educational Counsellor in Primary Education. ABSTRACT

ODL: Online Distance Learning of Quantitative Courses in Higher Education

Advances in Social Sciences Research Journal, Sep 30, 2017

The study examined a new asynchronous model for online learning of quantitative courses in higher... more The study examined a new asynchronous model for online learning of quantitative courses in higher education, which is a complete substitute for face-to-face learning. The model is called ODL (Online Distance Learning) and is based on a combination of the following successful previous models. 1. CTBL: Comprehensive Technology-Based Learning (Ghilay, 2017). 2. FBL: Feedback Based Learning (Ghilay & Ghilay, 2015a). 3. OTLA: Online Teaching, Learning and Assessment (Ghilay & Ghilay, 2013). The study is based on two samples of students who attended college and participated in an ODL-based course and face-to-face learning of the same course. Students who participated the ODL course, were asked to answer a questionnaire focused on three areas: the course components, characteristics of learning process and time investment. Besides, achievements of the ODL course were compared to the same course in a face to face format. The research reveals that according to students' views, the new model is very helpful for their studying process. Beyond that, it was found that achievements in the ODL course were at least equal to those of a face-to-face course. The results indicate that it is worthwhile to adopt the new model in institutions of higher education.

OTLA: A new Model for Online Teaching, Learning and Assessment in Higher Education

Social Science Research Network, Jun 30, 2013

The study examined a new asynchronous model for online teaching, learning and assessment, called ... more The study examined a new asynchronous model for online teaching, learning and assessment, called OTLA. It is designed for higher-education institutions and is based on LMS (Learning Management System) as well as other relevant IT tools. The new model includes six digital basic components: text, hypertext, text reading, lectures (voice/video), exercises (optional and compulsory) and a final computerised exam. It is accompanied by deep daily involvement of the course lecturer. The research was based on two samples of students studying in two colleges (n = 50, n = 46) who 1 2 participated in OTLA courses. All students were asked to answer the same questionnaire focused on three areas: the course components, characteristics of learning process and time investment. Besides, achievements of an OTLA course were compared to the same course in a "face to face" format. The research reveals that according to students' views, the new model is very helpful for their studying process. Furthermore, achievements in an OTLA course were found to be equal or better in comparison to an equivalent face-to-face course. The study's results point out that there is a significant

The Second Generation of Feedback-Based Learning (FBL-2G) for Quantitative Courses in Higher Education

Social Science Research Network, Sep 1, 2018

The aim of the study was to examine the effectiveness of the second generation (2g) of Feedback-B... more The aim of the study was to examine the effectiveness of the second generation (2g) of Feedback-Based Learning model (FBL-2g) regarding quantitative courses in higher education. The intention was to examine students&#39; views towards the model and check if there are differences between theoretical quantitative courses such as math or statistics and a computer course. The research was based on three samples of students (n1=28, n2=25, n3=19, ntotal=72) who studied three quantitative courses based on the new model. All three course sites were prepared and managed by the same lecturer. Students were asked to fill out an online questionnaire to assess various characteristics of FBL-2g and its impact on their motivation and learning process. The study findings show that according to students&#39; attitudes, FBL-2g is perceived as very effective for learning quantitative courses. All characteristics were highly rated as follows: Diagnosis, prognosis, student motivation and sense of belonging and the contribution to learning improvement. Therefore, it is recommended to support and train lecturers who teach quantitative courses in higher education so that they can use this model making a significant contribution to the students&#39; motivation and learning.

Computer Assisted Assessment (CAA) in Higher Education: Multi-text and Quantitative Courses

The aim of the study was to examine the effectiveness of Computer Assisted Assessment (CAA) regar... more The aim of the study was to examine the effectiveness of Computer Assisted Assessment (CAA) regarding multi-text courses compared to quantitative courses in higher education. The research was based on three samples of students (n1=20, n2=29, n3=27, n-total=76) who studied three courses, assessed by CAA (multi-text and quantitative). The learners were asked to answer an online questionnaire to evaluate their perceptions towards this method of assessment. Besides, the courses' grades were compared to find out if there are significant differences among them. The findings indicate that CAA has significant advantages for both types of courses regarding its effectiveness, integrity, experience and flexibility. Furthermore, the grades are stable over time, and are independent on the type of course. Thus, it is recommended to adopt CAA in faculties of higher education teaching both quantitative and multi-text courses.

Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning

Journal of Education and Learning, Jul 5, 2022

Quantitative courses in higher education have always been difficult and demanding because they in... more Quantitative courses in higher education have always been difficult and demanding because they involve complex principles and procedures and students are required to deal with complicated problems. With the outbreak of the COVID-19 crisis and the need to move immediately to distance learning, the challenge involved in undertaking such courses has become even more significant. Recent studies point to different findings regarding the effect of asynchronous and synchronous learning on student performance so it is not entirely clear which method is preferable. The present study addresses the above ambiguity with a focus on quantitative courses, known for their special complexity. The study examined which method is preferable and why, based on the learners' point of view. Two main issues were examined: the contribution of each method to the learning process and whether one of them is significantly superior to the other and can even replace it exclusively. The research was based on two samples of students 1 2 (84, 56) = = n n who enrolled in eight quantitative courses at two colleges. The courses were given during the year 2020−2021 using combined teaching formats: Asynchronous and synchronous distance learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of both methods. The findings show that students distinctly prefer asynchronous learning over synchronous. The main reasons for this are the ability to repeat lessons indefinitely, time savings, flexible learning anywhere, anytime and at the appropriate pace as well as the ability to better understand the material.

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Effectiveness of Learning Management Systems in Higher Education: Views of Lecturers with different levels of activity in LMSs

The aim of the study was to examine the effectiveness of the Learning Management System (LMS) acc... more The aim of the study was to examine the effectiveness of the Learning Management System (LMS) according to views of lecturers with different levels of activity in LMS. The research was based on a sample of lecturers (n = 45) who teach academic courses using Moodle. They were asked to answer an online questionnaire to assess their attitudes about the characteristics of Moodle LMS they use for their courses as well as their level of activity in Moodle. The findings indicate that there was a significant difference between two groups of lecturers. With regard to faculty members whose level of activity in LMS is medium or higher, all of the LMS characteristics examined were very highly rated. On the other hand, in relation to lecturers whose level of activity in LMS is low, most of the factors examined were rated with lower than intermediate scores. Possible explanations for this considerable gap of activity may be lack of knowledge or motivation. Therefore, it is recommended to identify the reasons for lecturers' low activity and train, encourage or motivate them so that they become more active in LMS.

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Quantitative Courses in Higher Education

The aim of the study was to examine the effectiveness of a course website prepared by Moodle in h... more The aim of the study was to examine the effectiveness of a course website prepared by Moodle in higher education. The goal was to examine students’ views towards comprehensive quantitative course websites. The research was based on three samples of students who studied three quantitative courses, accompanied by a Moodle website. All three course sites were meticulously prepared by a lecturer who is experienced in educational technology. Each site covers the course fully, including texts, links, video lectures, exercises, and exams. Students were asked to fill out an online questionnaire to assess the importance of different features of the course site, as well as to evaluate these features for the sites they studied with. Moreover, they were asked to evaluate the contribution of the course site to their learning. The study findings show that according to students’ perceptions, Moodle comprehensive course site was perceived as very important for learning quantitative courses. The specific sites examined were highly rated for the following characteristics: communication with the lecturer, course text, monitoring and evaluation, learning convenience, and videos. Moreover, it was found that the course site has a tremendous contribution to the process of learning quantitative courses. Due to the extensive contribution of comprehensive course sites to the study of quantitative courses, it is recommended to develop such sites properly in institutions of higher education, which teach courses of this type.

Online Learning in Higher Education

Nova Science Publishers, 2017

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Comparison of the Effectiveness of Distance Learning for Software Courses in Higher Education: Videos vs. Texts

Comparison of the Effectiveness of Distance Learning for Software Courses in Higher Education: Videos vs. Texts, 2025

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Rapid Transition to Online Learning: Faculty Distance Training on LMS, Synchronous/Asynchronous Learning, and Computer-Assisted Assessment

Rapid Transition to Online Learning: Faculty Distance Training on LMS, Synchronous/Asynchronous Learning, and Computer-Assisted Assessment, 2024

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Retired Officer Principals’ Managerial Characteristics

Social Science Research Network, Sep 15, 2011

Video-Based Learning of Quantitative Courses in Higher Education

I-Manager's Journal of Education Technology, 2018

Comprehensive Technology-Based Learning (CTBL): A Comparison Between Various Types of Quantitative Courses

Economics and Culture, Dec 1, 2018

Student Evaluation in Higher Education: a Comparison Between Computer Assisted Assessment and Traditional Evaluation

I-Manager's Journal of Education Technology, Sep 15, 2012

Computer Courses in Higher-Education: Improving Learning by Screencast Technology

I-Manager's Journal of Education Technology, Mar 15, 2015

FBL: Feedback Based Learning in Higher Education

Higher Education Studies, Sep 15, 2015

TBAL: Technology-Based Active Learning in Higher Education

Journal of Education and Learning, Sep 29, 2015

PISMS: Parental Influence on Student Motivation and Self-esteem in Primary Education

Journal of Studies in Education, Nov 5, 2015

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Effective six-year high schools

Management in Education, 2010

TMOC: A Model for Lecturers' Training to Management of Online Courses in Higher-Education

I-Manager's Journal of Education Technology, Sep 15, 2014

ODL: Online Distance Learning of Quantitative Courses in Higher Education

Advances in Social Sciences Research Journal, Sep 30, 2017

OTLA: A new Model for Online Teaching, Learning and Assessment in Higher Education

Social Science Research Network, Jun 30, 2013

The Second Generation of Feedback-Based Learning (FBL-2G) for Quantitative Courses in Higher Education

Social Science Research Network, Sep 1, 2018

Computer Assisted Assessment (CAA) in Higher Education: Multi-text and Quantitative Courses

Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning

Journal of Education and Learning, Jul 5, 2022

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Effectiveness of Learning Management Systems in Higher Education: Views of Lecturers with different levels of activity in LMSs

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Quantitative Courses in Higher Education

Effective six-year high schools : stakeholders' views

ProQuest eBooks, 2002

The research is a school effectiveness study dealing with stakeholders' perceptions. It addre... more The research is a school effectiveness study dealing with stakeholders' perceptions. It addresses six-year high school effectiveness, as it is perceived by key stakeholders in Israel: school principals, teachers, students, and parents. Stakeholders were asked to consider their attitudes towards characteristics that cause them to be satisfied or dissatisfied with the school. The research was undertaken during 2000-2001 in three Israeli six-year high schools. The six-year high school is a new kind of institute in Israel and it does not exist all over the country. This kind of school has two main components - a three-year junior high school and a three-year secondary school. In places having no six-year high schools, there are four-year secondary schools. The study includes three main research questions relating to the perceived characteristics of an ideal Israeli six-year high school, the perceived effectiveness of stakeholders' schools and the satisfaction they have with their own schools. The research is based on three case studies including a survey and interviews. 2 principals and 12 teachers in each school were interviewed (42 interviewees overall) whereas students and their parents were given questionnaires. One of the main things examined was the extent to which this new kind of school enables greater academic and curricular continuity. The study reveals that according to staffs attitudes, six-year continuity does not exist in all schools and there are institutions in which there is no integration between the junior high school and the secondary school. Furthermore, according to stakeholders' perceptions, six-year high schools are ineffective concerning teachers' quality, class size (classes are too crowded), resources management, students' motivation and parental involvement. The school principal has a direct and indirect influence on most characteristics and therefore schools managed by better principals are likely to be more effective. Nevertheless, lack of resources might limit the principal's impact on the whole six-year high school's effectiveness

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