Kibbutz high schools: an evaluation of school-initiated programs as transmitters of ideology.

Autor/inn/en	Sabar, N.; Shapira, Rina; Shoham, E.
Titel	Kibbutz high schools: an evaluation of school-initiated programs as transmitters of ideology.
Quelle	In: Curriculum and teaching, 12 (1997) 2, S. 45-57Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben 40
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0726-416X
Schlagwörter	Erziehung; Bildungsideal; Erziehungsziel; Inhaltsanalyse; High School; Curriculum; Kibbuz; Israel
Abstract	The aim is to evaluate the extent to which the educational ideology of the Kibbutz has been translated into School Initiated Programs (SIPs). The curricula were analyzed according to five Kibutz educational ideals as reflected in three dimensions of the Goodlad et al. curriculum model: the formal, the perceived and the observed curriculum. A combination of qualitative and quantitative methods were used to evaluate the degree of congruency between the declared ideology and its expression in the curricula of the high schools SIPs. The study indicated that the SIPs, despite their autonomy, did not reflect a substantial part of the educational principles of the Kibbutz ideology. The present analysis also indicates that the Kibbutz school appears to be neither sufficiently aware nor able to utilize the SIP as an instrument for deepening its educational ethos. ... The paper discusses why the educational-ideological potential of this curricular tool [i.e. SIP] was not fulfilled, and implications for other value-oriented programs and for school-initiated programs elsewhere. ( DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)