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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Public Policy
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Anat Gofen
Coordinator Office Hours:
Monday, 14:00-15:00
Teaching Staff:
Dr. Anat Gofen
Course/Module description:
Introducing main educational policy issues in Israel as reflected in the public committees established during the years.
Course/Module aims:
Analysis of educational policies while referring to two dimensions: (A) scholarly knowledge, including concepts, theories and empirical findings; and (B) policy analysis methodology including agenda setting, stakeholders, alternatives and implementation
Learning outcomes - On successful completion of this module, students should be able to:
Analyze policy question;
Design policy according to evidence-based knowledge
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Frontal instruction
Group discussions
Student' presentations
Guest Lectures
Course/Module Content:
Education as a field of research, as a field of practice and as a policy sector
Overview of the the Israeli education system
Policy tools in educational policy
Public education as the great equalizer
School as a street-level organization
School staff as policy implementers
Pedagogy and core curriculum
Parental involvement
The educational landscape as market
Measurement, standards and accountability
Special populations
Higher education
Required Reading:
• Cuban, L. (1990). Reforming again, again, and again. Educational Researcher, 19(1), 313
• Shavit, Yossi, Meir Yaish, and Eyal Bar-Haim. 2007. "The persistence of persistent inequality1."
• Hatcher, R. 2005. The distribution of leadership and power in schools, British Journal of Sociology of Education, 26, 2, 253-267
• Cohen, David (1990). "The Case of Ms. Oublier," Education Evaluation and Policy Analysis, 12(3), pp. 327-345.
• Loughran, J(2009). Is teaching a discipline? Implications for teaching and teacher education, Teachers and Teaching, 15: 2, 189 — 203
• Rosenthal, Robert, and Lenore Jacobson. 1968. Pygmalion in the Classroom. The Urban Review 3, 1: 16–20
• àáðåï, ãï. 2013. îáåà, òî, 11-32 áúåê "çéðåê àæøçé áéùøàì," áòøéëú ãï àáðåï.
• Lareau, A. (2003), Unequal Childhoods: Class, Race, and Family Life. Introduction
• Bulkley, K. and Fisler, J.(2003), A Decade of Charter Schools: From Theory to Practice, Educational Policy, 17/3 317-342.
• Hamilton, Laura S., et al. 2013. “Improving Accountability through Expanded Measures of Performance." Journal of Educational Administration 51.4: 453-475.
• ñáø, øéèä (2004), "îãéðéåú ÷ìéèä áîòøëú äçéðåê", îâîåú, îâ(1), 145-169
• Vaira, Massimiliano. 2004.. “Globalization and higher education organizational change: A framework for analysis.” Higher education 48.4: 483-510.
• David L. Weimer, “Making Education Research More Policy Analytic,” in Gary Sykes, Barbara Schneider, and David N. Plank, eds. Handbook of Education Policy Research. New York: Routledge (2009), 93-100
Updates may be included
Additional Reading Material:
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 10 %
Project work 60 %
Assignments 30 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
A bonus of 5 points will be given for ongoing and extra participation in class
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