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The International Association for the Evaluation of Educational Achievement's (IEA) mission is to enhance knowledge about education systems worldwide, and to provide high-quality data that will support education reform and lead to better teaching and learning in schools. In pursuit of this aim, it conducts, and reports on, major studies of student achievement in literacy, mathematics, science, citizenship, and digital literacy. These studies, most notably Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), International Civic and Citizenship Education Study (ICCS), and International Computer and Information Literacy Study (ICILS), are well established and have set the benchmark for international comparative studies in education. The studies have generated vast datasets encompassing student achievement, disaggregated in a variety of ways, along with a wealth of contextual information which contains considerable explanatory power. The numerous reports that have emerged from them are a valuable contribution to the corpus of educational research. The IEA Research for Education series represents a further effort by IEA to capitalize on unique datasets, so as to provide powerful information for policymakers and researchers. Each report focuses on a specific topic and is produced by a dedicated team of leading scholars on the theme in question. Teams are selected on the basis of an open call for tenders; there are two such calls a year. Tenders are subject to a thorough review process, as are the reports produced (Full details are available on the IEA website). This sixth volume in the series is concerned with teacher quality and educational outcomes. Regarded as the most vital school resource, teachers are key to understanding the "black box" of education. To that end, the current volume examines the link between teacher effectiveness and student outcomes from several different perspectives. Especially important in this research is understanding whether better teachers can mitigate the known deleterious effect of low socioeconomic status. Literature on the links between social class and achievement abounds; however, questions remain concerning the role of the teacher and teaching quality in this relationship. To begin a study on the importance of teacher effectiveness, the authors draw on data collected over 20 years by the IEA's TIMSS. Although student outcomes, namely, achievement, figure prominently in this work, the authors use a wide array of contextual information to bring their narrative to life. [For volume 5, see ED599011.]

This study examines the relationship between class heterogeneity and scholastic performance in Israel's primary schools. The effect of school integration on academic achievement is explained via two main effects: (1) the "peer" effect, namely externalities that are induced by the composition of the teaching and learning environments; and (2) the efficiency effect, which reflects the reduced ability of the teacher to teach and the pupil to learn in a heterogeneous environment. This study focuses on the efficiency effect and estimates an upper bound to the "peer" effect. The raw, strong negative correlation between achievement and class heterogeneity is clearly an artifact of the association between more heterogeneous classes and lower socioeconomic status among pupils. A liberalization in the education system allowing parents more freedom in choosing an elementary school for their child is seen to be positive in terms of schooling efficiency and the implied gains in scholastic achievement. This liberalization effort is weighed against the setback in the efforts to achieve social integration through the education system and the implied, but unmeasured, benefits. (EH)

This report describes a course held in Spanish at the Golda Meir Mount Carmel International Training Center in Haifa, Israel. The course considered various themes related to the education, health, and well-being of preschool children. Participants were 30 individuals from Central and South American countries who held decision-making positions in fields such as education, social work, community work, and counseling. The format of the course included daily classes as well as field trips and workshops. The report includes discussions of the: (1) plan of the course; (2) course contents; (3) course activities related to children's education, field trips, health and care of children with special needs, and social well-being and community development; (4) participants' tourist activities outside the time of the course; (5) participants' comments and suggestions; and (6) course evaluations. Appendixes include a list of participants, a list of instructors, the course schedule, a list of participants' final projects, and information on the course final evaluations. (BC)

An 8-week course on early childhood education focusing on preventing reading difficulties was conducted and evaluated in Haifa, Israel. The course objectives were to: (1) review child development in its relationship to reading; (2) examine reading theories and teaching methods; (3) analyze the effects of the child's environment on reading; (4) practice teaching techniques; and (5) acquire strategies and tools for changing parents' and teachers' attitudes. There were 28 participants from 23 countries from Africa, Asia, Europe, and the Caribbean. Teaching methods included lectures, workshops, small group activities, professional study visits, and a re-entry workshop. Participants evaluated texts for teaching reading brought from their respective countries. Participants planned and presented reading lessons and wrote and illustrated stories for young children. Topics covered in the course included: (1) reading instruction; (2) development of language, literacy, and narrative skills; (3) teaching English as a second language; (4) cooperative learning; (5) social and emotional aspects of learning; (6) psychomotor development and sensory integration; (7) using dance and movement with children with learning disabilities; (8) parents as partners in their child's education; (9) changing attitudes; and (10) gender and development. Participants wrote a final project based on some aspect of teaching reading which could be implemented in their educational setting. In addition to the course sessions, various social and cultural activities were planned for the participants on weekends. Course evaluation results indicated that participants were satisfied with the course content and level, highly valued the opportunity to meet colleagues from different cultures, and pleased to visit the holy and historical sites of Israel. (Three appendices contain the list of participants, course schedule, and evaluation results.) (Author/KB)

This Spanish-language report (with an English summary) describes a course on interagency cooperation held at the Golda Meir Mount Carmel International Training Center in Haifa, Israel. The course, with 30 Central and South American participants, discusses the necessity of pooling resources and sharing responsibility among institutions in various sectors in order to improve the quality of preschool education through taking better advantage of human and material resources. The course was the third of its kind; basic admission requirements were university studies and a minimum of 8 years work experience. The program consisted of lectures, study visits, workshops, and discussions in heterogeneous groups based on countries and professional functions. The 8-week course began with introductory lectures, which were then expanded theoretically and through observation visits, in order to strengthen the relationship between concepts and practice. Workshops analyzed different professional functions and the possibilities and techniques for cooperation between functions. At the end of the course, each participant presented, both orally and in writing, a project proposal in the field of early childhood education which she considered applicable in her work setting. In many cases, coordination between different institutions was introduced, in order to optimize project results. (Author/EV)

This publication presents facts and figures describing various aspects of the Israeli education system in recent years. It highlights those reforms and innovative programs that have begun to be implemented, noting that the success of these programs will be assessed in the years to come. The present publication includes information about additional important fields of activity, such as legislation in the field of education, informal education, higher education, and educational research in Israel. It also offers an update and expansion of existing educational subjects, such as reforms and new programs, organization of studies and schedule of hours, attendance and drop-out rates, and public expenditure on education. Textual and factual descriptions have been combined with tables and graphs in the publication. Following an introduction, the publication is divided into the following eight sections: (1) "Educational Policy and Programs"; (2) "Structure of the Educational System; Administrative Structure of the Ministry of Education, Culture and Sport"; (3) "Education Expenditure"; (4) "The Educational Process"; (5) "Higher Education"; (6) "Informal Education"; (7) "Education Research and International Exchange"; and (8) "The Development of Education--Facts and Figures." (BT)

This biannual statistical abstract of the higher education system in Israel provides updated, comprehensive, detailed data as well as a chapter summarizing and analyzing the main findings using international comparisons. Chapter 1 contains the summary of findings. Some of the key findings are: (1) most undergraduates are holders of Israeli matriculation certificates; (2) the proportions of non-Jews and of Jews of Asian and African origin attending institutions of higher education is significantly lower than their share of the 18-year-old population; (3) the total number of higher education students in 1992-93 was 99,800; (4) 73 percent of students in 1992-93 were undergraduates; (5) 55.2 percent of students in 1992-93 were women; and (6) the transition rate of master's students going on to doctorates was 30 percent. Chapter 2 contains data on the potential for and access to undergraduate study. Chapter 3 contains data on students in higher education. Chapter 4 covers the progression of studies at universities. Chapter 5 describes recipients of degrees. Chapter 6 contains data on higher education staff. Chapter 7 contains financial and physical information on institutions. Chapter 8 contains data on inputs and outputs of university research. Chapter 9 looks at Israeli students and degree recipients abroad. Appended are a brief outline of the higher education system and technical details. Many tables and figures present the data in detail. (JB)

Based on intensive interviews and observations in a scientifically selected sample of over 100 Israeli schools, this study presents a detailed picture of the characteristics of school curricula and cultures, and the attitudes and expectations of students, teachers, principals, and parents with regard to curriculum and school culture in the different kinds of schools in Israel. The findings of this study are documented in 190 tables and charts. The treatment of the educational issue is not easy, in part because every educational system must respond to four sets of demands whose importance is given different weight by different segments of the body politic. The four sets of demands are civilizational, social, parental, and individual student. Each is represented by a specific referent. This report presents a comprehensive study of the nature of the Israeli public educational system in the 1990s. This study aims to identify and describe the uniformity and diversity of school culture and curriculum in the Israeli education system today. It investigates three major questions: (1) To what extent does there exist a common basic curriculum in the Israeli school system today, and what are its characteristics?; (2) What distinctive subcultures are apparent in the Israeli educational system today? How does the curriculum reflect these distinctive subcultures?; and (3) Who controls curriculum decision making and development in the system today? The conceptualization of this study is guided by two sociological perspectives, the institutional perspective and the perspective of symbolic interaction, which have become important frameworks for analyzing the culture and curriculum of educational systems. (DK)

The Institute for the Study of Educational Systems has from its inception set itself the goal of analyzing all aspects of the Israeli education system in the 1980s as the basis for follow-up studies on subjects of concern to the system's decision makers. This research report is intended to complete the analysis of the trends in the education budgets of the 1980s carried out in a previous study. That report examined how the allocation of resources to education reflects the policy of the government and local authorities and expresses national and local priorities and the various manifestations of the decline in the level of education services. When combined with that report, this monograph, which monitors the changes in education policy over the last decade and analyzes the motivations behind the pronouncements and decisions of the system's policymakers, unfolds a comprehensive picture of education in Israel, its problems, structure, sectors, and trends. Divided into five chapters, chapter 1 discusses efficiency as an economic value versus equality as a social value, equality in education, educational equality versus educational elitism, and educational choice as a basis for education policy. Chapter 2 describes the landmarks of education policy in Israel, the strategies of formal equality, differential resources, and reform and integration in education. Chapter 3 focuses on the conflicting aims of the previous decade, describing state religious education, technological education, education reform, and Arab education. Chapter 4 describes what actually took place in the decade. Chapter 5 discusses trends for the future. (DK)

This report outlines a course designed to provide teacher educators and supervisors, mostly from developing nations, with information about the education of children with specific learning disabilities (dyslexia, dysgraphia, dyscalculia, and attention deficit disorder) in mainstream settings. The majority of the participants were teacher trainers, administrators, curriculum planners, and teachers in their home countries. The course examined developmental profiles of children with specific disabilities, primary intervention and care, screening tools, and alternative teaching techniques. Course material was presented through lectures, workshops, classroom observations, and field trips, with course participants writing a project proposal on a topic which they intended to implement upon their return home. The report discusses the planning and preparation of the course, course content and procedures, social and cultural activities provided for the participants, and accommodations provided to the participants. Three appendixes provide a list of course participants, a copy of the course program, and evaluation comments of the participants. (MDM)

This report describes a course on early childhood education methodology and practice that was held at the Ministry of Education in Addis Ababa, Ethiopia, for 35 Ethiopian early childhood educators and administrators. In addition to presenting developmental profiles of preschool children, the 3-week course addressed philosophies of early childhood education, educational toys and games, planning and curriculum development, parent involvement, and decentralization. Instruction was accomplished through lectures, small group activities, hands-on demonstrations, and field trips. The report discusses the condition of early childhood education in Ethiopia, the planning and preparation of the course, course content and procedures, and social and cultural activities provided for the participants. Accommodations provided to the instructors are also described. Nine appendixes provide: (1) a list of course participants; (2) the proposed course program; (3) the rewritten program; (4) a list of student expectations; (5) professional contacts; (6) an evaluation questionnaire; (7) the program of the closing session; (8) a copy of a speech by the course organizer; and (9) a copy of the certificate presented to course participants. (MDM)

Because one of the first tasks in undertaking a systematic study of Israel's educational system is to develop baseline information on certain critical aspects of its structure, function, and finance, this document addresses itself to the issue by serving as a substantive study of what happened to Israeli educational finance during the decade of the 1980s and by providing baseline data from which to continue to draw comparisons in the future. The study investigates the patterns of state government funding of education in Israel in the 1980s. It begins by focusing on the share of education and the Ministry of Education budget, in particular, relative to certain overall indicators, the gross national product, total government spending, and social service spending and looks at the distribution of education spending by source, level of education, and school system. The reasons for various increases and decreases are probed and each level, kindergarten, primary, secondary, and higher education, is discussed in depth. The study then looks in detail at the education budgets of local authorities in Israel, the agencies of government responsible for the day-to-day operation of most schools. To access trends in the Israel education budget in the 1980s, the study reviewed the relevant budgets as reported by the Israel Central Bureau of Statistics, and compared them with the budgets of other government ministries. With extensive tables and figures culled from these data, this study offers policymakers an important research tool to assist in setting priorities in the development of education services in the 1990s. (DK)

This report offers information from the Planning and Budgeting Committee (PBC) of the Israeli Council for Higher Education for the 1990-91 academic year. The first of the report's 10 sections describes the recent work of the Planning and Budgeting Committee, its role, relations with other bodies, and status. A second section offers general information on the higher education system. A third section discusses planning, new units and information in the form of statistics and indicators and the fourth section presents the budget for the PBC, which contains units on allocations, the ordinary budget, university debts, wages, and development. The fifth section covers development of academic infrastructure and promotion of research and scientific excellence through various fellowships, scholarships, and other allocations. Section 6 reports on funds offered through various institutional collaborations for the encouragement of research in special subjects. Section 7 treats inter-university cooperation in computers, libraries, desert research, and other special projects. Section 8 covers student support in tutorial projects and student loans. Section 9 contains data on other activities and allocation such as those involving foreign students, regional colleges, pre-academic preparatory program, special programs in electronics and peripheral hospitals. A final section looks at relations between the PBC and the government and the Knesset. Ten appendixes contain additional tables and figures. (JB)

This paper represents the initial stage of a project established to describe and understand the rationale and processes of certain educational systems in Israel and other countries, and to spread the acquired knowledge as a useful practical contribution. The problem in the study is to understand the conditions prevailing and the methods to be used in attempting to raise the educational level of those countries. The project faced certain obstacles, firstly, in its theoretical basis, since the general topic of comparative education has not yet acquired a full conceptual and methodological outline, and secondly, in implementation, since the governments of the countries surveyed are the potentially interested parties. Particular attention must therefore be paid to the political dimension of the research and advisory activities. The purpose of this initial stage has been to answer two preliminary questions: (1) What are the criteria which will enable one to locate the countries with the highest rate of success in education? and (2) which are the four countries having the highest educational level to be subsequently investigated. The paper discusses comparative education including definitions and objectives of comparative education and methods and problems in the area. The survey process is described including a multi-dimensional approach, monotonous correlations, geometric data analysis, and multi-dimensional structural analysis. The study found that there is no country with a very low educational level that also has a high economic standard. A 6-page bibliography is included. A section of tables and documents presents the overall details of the similarity analysis and of the educational partial orders. (DK)

The goal of the Agam Program is to teach visual literacy to preschoolers. The Agam Project implemented the program in Israel in 1983. This report summarizes the second cycle of research on the program, which was conducted in 1985-87. The Agam Program integrates visual concepts with specific skills and develops specific cognitive processes. The program is for children aged 3-6 years and for various types of preschool classrooms. To evaluate the program, project staff adopted a research design which integrated quantitative and qualitative methodologies. The sample was made up of 25 matched pairs of preschool classes. Children in the Agam Program were better able to identify and apply visual concepts than other preschool children. Effects of the program generalized beyond the program's specific tasks. Children in the program scored higher in fine motor tasks and mathematics readiness. Naturalistic observations provided evidence that children received the Agam Program with enthusiasm. Non-social and non-verbal children were dramatically helped by the program. Recommendations for wider implementation and continued development of the program are offered. An extensive reference list is provided. Appendixes include a description of theories of visual congnition and a collection of program materials. (BC)

This paper reports on a program to develop a comprehensive overall strategy of educational research that deals with the state of education in Israel. Four dimensions or sets of demands on the schools are discussed: (1) civilizational demands of transmission of heritage and culture; (2) social demands for good citizenship, productive workers, up to date skills, and perpetuation of civil society; (3) parental demands for the ability to make a living, perpetuation of their way of life, and happiness; and (4) individual student demands for happiness, self expression, and the ability to make a living and fit in. All these demands find expression in the educational system through the mediation of the professional educators responsible for the day to day working of the system: classroom teachers, principals, and senior professionals. Israel's education system is ranked as nursery, elementary, secondary schools, and terciary (or university, teachers, state religious, independent, and vocational colleges). While in terms of variety of options Israel's education system ranks very high, there is considerable dissatisfaction with the system as it is operating. That dissatisfaction has expressed itself in connection with a number of critical issues. They include the problems of a common core curriculum that will unite the various ideological trends and subtrends, how minorities are treated within the system, the problem of the gap between disadvantaged or culturally deprived children and those who are not, problems of equalization, questions of what is taught and how effectively it is learned, and to what extent supplementary education is needed. (DK)