The Ability-Track Glass Ceiling of Israeli Schooling: Lessons from a Comparative Analysis of Israeli and Australian PISA 2012 Data

Autor/inn/en	Razer, Michal; Mittelberg, David; Ayalon, Snait
Titel	The Ability-Track Glass Ceiling of Israeli Schooling: Lessons from a Comparative Analysis of Israeli and Australian PISA 2012 Data
Quelle	In: International Journal of Inclusive Education, 22 (2018) 2, S.192-214 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1362480
Schlagwörter	Foreign Countries; Comparative Education; Achievement Tests; International Assessment; Secondary School Students; Mathematics Skills; Socioeconomic Status; Arabs; Jews; Mathematics Achievement; Teacher Student Relationship; Academic Ability; Ability Grouping; Equal Education; Ethnicity; Achievement Gap; Selective Admission; Israel; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Arab; Araber; Jew; Jude; Jüdin; Juden; Mathmatics sikills; Mathematical ability; Teacher student relationships; Lehrer-Schüler-Beziehung; Homogene Gruppierung; Niveaugruppierung; Streaming; Ethnizität; Bildungsselektion; Australien
Abstract	Israeli students ranked in the bottom third of the countries surveyed by PISA 2012 in mathematical literacy, while the gap between the highest and lowest scores was the second largest in the OECD. This paper explores which variables led to disparities in mathematical literacy between different socioeconomic levels and between Israeli Arabs and Jews as well as in comparison with Australian students. Different instructional approaches that are known in the literature to have a positive impact on students' achievement are not observed in the relationship between teachers and students in Israel. In Israel, schools contribute to the perpetuation of socioeconomically driven educational inequality by using tracks that are characterised by different teaching pedagogies and different "content," with little or no upward mobility between tracks, leading to structural exclusion. By comparison, in Australia, ability tracking is less rigid and mathematical literacy far higher than in Israel. The policy implication is that either teachers must work differently in a track-based system to overcome the process of exclusion dictated by the structure itself or the system must reduce the use of tracking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01