Accountability in Arab Bedouin Schools in Israel: Accountable to Whom?

Autor/in	Mizel, Omar
Titel	Accountability in Arab Bedouin Schools in Israel: Accountable to Whom?
Quelle	In: Educational Management Administration & Leadership, 37 (2009) 5, S.624-644 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143209339654
Schlagwörter	School Based Management; Educational Change; Foreign Countries; Accountability; Cultural Context; Principals; Academic Achievement; Student Attitudes; Arabs; Cultural Influences; Cultural Differences; Culturally Relevant Education; Teacher Responsibility; Administrator Responsibility; Jews; Educational Quality; Islam; Islamic Culture; Educational Policy; Teachers; Interviews; Questionnaires; Gender Differences; Educational Attainment; Place of Residence; Teacher Competencies; Parent Participation; Parent Teacher Cooperation; Tribes; School Culture; Elementary Schools; Africa; Israel + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Verantwortung; Principal; Schulleiter; Schulleistung; Schülerverhalten; Arab; Araber; Cultural influence; Kultureinfluss; Kultureller Unterschied; Lehrverpflichtung; Jew; Jude; Jüdin; Juden; Quality of education; Bildungsqualität; Islam; Kultur; Politics of education; Bildungspolitik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Fragebogen; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Wohnort; Lehrkunst; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Tribal society; Stammesgesellschaft; Schulkultur; Schulleben; Elementary school; Grundschule; Volksschule; Afrika
Abstract	"School-based management" (SBM) rose to become a prominent trend in educational reform in Western countries during the last few decades of the 20th century and has likewise been introduced into a number of Asian and African nations. A key component of SBM is the increase of internal accountability within the school with the aim of improving academic outcomes. This research initially questions whether the social/cultural context of traditional Bedouin society in Israel influences the implementation of SBM in the community's schools, and then discusses the ramifications of this influence. The research findings point to a lack of educational accountability in Bedouin schools in Israel, while concomitantly identifying two omnipresent forms of traditional cultural accountability within this sector--tribal and religious. Moreover, the research contends that these forms of accountability conflict with individual educational accountability among Bedouin school principals and teachers, and thus contribute to poor academic outcomes. Being a member of this community--with intimate knowledge of and sensitivity to its culture--the researcher concludes with specific suggestions for enhancing accountability implementation that will lead to improvement in the academic level of Israeli Bedouin schools. (Contains 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10