List of Acronyms and Abbreviations List of Figures, Tables and Boxes Preface About the Contributors Part 1: Introduction 1. The Ecological Challenge in Organization Theory and Organizational Behaviour Ralph Meirna and Richard Welford Part 2: Framing the Organizational Dimensions of the Natural Environment 2. Defining the Problem: Diagnostic 'Tools' to Explore the Evolution of Unsustainable Practices in Organizations Tony Ernerson and Richard Welford 3. The Challenge of Ecological Logic: Explaining Distinctive Organizational Phenomena in Corporate Environmental Management Ralph Meima 4. Power, Organizational Culture and Ecological Abuse Tony Ernerson and Richard Welford Part 3: Developing Strategies for Managerial Action 5. Developing an Environmental Culture Through Organizational Change and Learning Minna Halrne 6. Reassessing Culture and Strategy: Environmental Improvement, Structure, Leadership and Control John Dodge 7. Culture Change, Pluralism and Participation David Jones and Richard Welford 8. Human Resource Management, Strategic Organizational Capabilities and Sustainable Development Tony Ernerson, Rdph Meimu, Romney Tansley and Richard Welford References Index

Culture and organizations

liberal democracy. So, in this sense at least, the answer to the question that forms the title of della Porta’s book, ‘‘can democracy be saved?’’, is yes. A different question, however, concerns what the future holds: will democracy be saved? No one can claim the answer to that question. However, della Porta’s exploration identifies three important barriers to such a wider transformation that merit further examination. The first is state resistance. In an important chapter on conflicts between these new social movements and governments, della Porta explores the emerging new strategies of police and state repression and control. They are, in some ways, as inventive as the democratic innovations she celebrates elsewhere in the book, though with different implications for democracy. More broadly, we can expect those who now enjoy the privileges of executive or representative power to resist the press for different kinds of democracy. Second, far from embracing state-originated democratic innovations, social movement organizations are often indifferent or skeptical (p. 173). Even though this skepticism is sometimes justified, it is difficult to see how democratic reform will achieve depth or scale absent working alliances between social movement organizations and political officials both committed to that goal. Finally, there is in most societies at present a dearth of political leaders who understand and are open to the project of deepening deliberation and participation in their governance institutions. Sometimes, as with the Workers’ Party in Brazil at the end of the twentieth century, there is a systematic confluence of interest among officials in the political success and expansion of participatory democracy. Much more often, however, officials’ commitments regarding democratic reform are idiosyncratic and episodic. How, then, can public officials be made to take a deeper interest in deepening their democratic institutions? Della Porta argues that social movements are the key, and she is likely correct. The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools, by Thomas A. DiPrete and Claudia Buchmann. New York, NY: Russell Sage Foundation, 2013. 277pp. $37.50 paper. ISBN: 9780871540515.

The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools

PISA, Power and Policy: The Emergence of Global Educational Governance

Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly associated with better school reading performance in 53 of the 65 Programme for International Student Assessment (PISA) 2009 participant countries. The classroom disciplinary climate of schools can explain 11% of the between-school differences in reading achievement over countries. Controlling for economic, social, and cultural variables and student gender-related variables at student and school levels, the between-country differences in the effect of classroom disciplinary climate of schools shrank by three quarters. These findings can inform countries that face educational inequality issues (e.g., Argentina) and gender gap issues (e.g., Trinidad and Tobago), su...

The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study

Teachers’ social support and classroom management are related to secondary students’ achievement, domain-specific interest, and self-concept. However, little is known about whether social support and classroom management shape secondary students’ general school adjustment beyond these domain-specific outcomes. To investigate this question, we drew on data from a large longitudinal research project (N = 5,607 secondary students, N = 227 classes). We applied student and teacher ratings of social support and classroom management to investigate their perspective-specific validities for predicting student outcomes. To measure students’ school adjustment, we assessed achievement as a domain-specific indicator and school satisfaction, truancy, and self-esteem as more general aspects. Multilevel confirmatory factor analyses showed that both teachers and students distinguished between social support and classroom management. Teacher and student ratings of classroom management largely converged, whereas their perceptions of social support were not statistically significantly associated with one another. In multilevel structural equation modeling, both perspectives uniquely predicted students’ school adjustment: Student-rated social support was linked to all outcomes at the student level and to school satisfaction and self-esteem at the class level. Classroom management showed only weak associations with outcomes at the student level, but at the class level, student-rated classroom management was related to truancy and teacher-rated classroom management was linked to school satisfaction and student achievement. These findings highlight the important role of teachers in students’ general school adjustment and show the benefit of considering different perspectives and levels of analyses. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings.

Classroom disciplinary climate and its correlation to students’ performance is a widely debated issue. Policy reports tend to assume that classroom disruptions interfere with the learning experienc...

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The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement:

School discipline and achievement in israel

The debate in Israel over the role of educational tracking and particularly technological/vocational education is related to socioeconomic and ethnic gaps as well as to educational and employment achievement. Despite the public discourse, discussions rely on research from the past that is not necessarily relevant to today’s system. This chapter intends to fill in some of those gaps and has as its base three empirical questions. (1) What are the factors that affect a pupil’s assignment to the various educational tracks in secondary school? (2) To what extent do pupils change educational tracks? (3) Does the educational track affect a pupil’s likelihood of finishing secondary school and qualifying for a bagrut (matriculation certificate)? The findings show that despite changes in technological/vocational education, socioeconomic factors still relate to tracking assignments, even when the effects of previous pupil achievement are controlled. Mobility between tracks is quite low and the educational track affects chances of completing secondary school and attaining bagrut qualification. Changes over time were also identified. First, bagrut qualification rates have increased substantially in all tracks. Second, the main transfers between tracks today are from technological to academic tracks, which are considered more prestigious. Third, while in the past most Arab Israeli secondary school pupils were in the academic track, today more than half of them are learning in the technological tracks – with many pupils in the engineering track where the bagrut qualification rates are the highest.  Carmel Blank, doctoral student, Department of Sociology and Anthropology, Tel Aviv University; Policy Fellow, Taub Center Education Policy Program. Prof. Yossi Shavit, Chair, Taub Center Education Policy Program; Department of Sociology and Anthropology, Tel Aviv University. Prof. Meir Yaish, Department of Sociology and Anthropology, University of Haifa. 2 State of the Nation Report 2015

Tracking and attainment in Israeli secondary education

Students are expected to obtain a matriculation diploma during their high school years. Throughout the world, it is considered as a precondition to gaining access to higher education. However, those who failed to meet this criterion can employ, in some cases, “second-chance” alternatives—either to obtain a diploma at an older age, or to enter specific academic programs that do not require one. The literature on second-chance alternatives tends to concentrate on these programs’ evaluation. It rarely addresses the overall effect of these programs on inequality of educational opportunities (IEO). The current study focuses on Israelis who failed to gain a matriculation diploma at their high school graduation and contemplate on the effects that ethnic differences between them play on their chances to enter higher education. Based on a new Panel survey (2012–2016), we found that Israelis from affluent ethnic backgrounds were able to increase their chances to access higher education using “second-chance alternatives”. Those from minority groups, most notably Arabs, were less likely to benefit from these alternatives. While originally aimed at improving higher education enrolment for people from disadvantaged backgrounds, these “second-chance alternatives” resulted in an increase of ethnic-based IEO. Considering the lower rates of Israelis who utilise them, we deduct that these programs “failed” to accomplish their original purpose. However, we argue that they merit further research since their understanding can benefit researchers and policy makers.

https://orbilu.uni.lu/bitstream/10993/38196/1/SI%207%281%29%20-%20Second-Chance%20Alternatives%20and%20Maintained%20Inequality%20in%20Access%20to%20Higher%20Education%20in%20Israel.pdf

Second-Chance Alternatives and Maintained Inequality in Access to Higher Education in Israel

This chapter examines educational opportunity and the changing relationship between education, employment, and income in Israel between 1995 and 2008. The following questions are addressed: Did the expansion of the Israeli education system during this period contribute to more equal educational opportunity among socioeconomic groups? And did the returns to education, in terms of income and occupational prestige, increase or decrease? The study is based on aggregate census data for two periods, 19831995 and 1995-2008. The sample included native-born young Israelis, both Jewish and Arab Israeli. The data show that despite considerable educational expansion, educational inequality among different socioeconomic groups increased significantly. Moreover, occupational prestige at all education levels except the very lowest decreased on average, especially at the highest levels of education. The latter change is explained by the fact that the demand for professional, academic, technical, and managerial workers grew only modestly leaving many newer graduates out of the field. A more encouraging finding is that the average income for young Israelis grew during the period. Much of this growth was due to the expansion of higher education, which increased the proportion of high-earning, highly educated individuals in the overall population. Nevertheless, the higher educated earn less today (relative to those without an education) than they did in 1995, that is, the economic returns to education have declined.  Eyal Bar-Haim, Department of Labor Studies, Tel Aviv University. Carmel Blank, Policy Fellow, Taub Center Education Policy Program; Department of Sociology and Anthropology, Tel Aviv University. Prof. Yossi Shavit, Chair, Taub Center 2 State of the Nation Report 2013 he 1990s were a turning point for secondary and post-secondary education in Israel. Reforms implemented early in the decade came to fruition in the mid-1990s, leading to impressive growth in education levels among Israelis. The Bagrut (matriculation) Reform, known popularly as the “lottery reform,” took various forms since its inception in 1995, but its basic principle remained the same: a reduction in the content on which pupils taking the bagrut exams are tested. As Ayalon and Shavit (2004) have shown, the reform increased the overall percentage of pupils attaining the bagrut certificate and decreased the disparities in bagrut eligibility between pupils from different socioeconomic and ethnic groups. It did not, however, decrease the disparities in the likelihood of attaining a bagrut certificate of the level required for admission to university. The Bagrut Reform coincided with the massive expansion of Israeli higher education. The latter consisted of the establishment and expansion of alternatives to the system of research universities, including public regional colleges, private colleges, foreign university extensions, and academically accredited teacher training colleges. The result was a significant increase in higher education enrollment, especially at the baccalaureate level. As Figure 1 shows, the number of students studying for a first degree at institutions of higher education more than doubled between 1992 and 2011. Education Policy Program; Department of Sociology and Anthropology, Tel Aviv University; President, Israeli Sociology Society. The authors thank Yasmin Alkalay for her helpful advice on the data analysis. The authors are also grateful to Michael Shalev, Dan Ben-David, Ayal Kimhi, and the entire staff of the Taub Center Education Policy Program for their helpful comments. This study was partly funded by a grant awarded to Michael Shalev and Yossi Shavit by the Israeli Ministry of Science and Technology. The authors would like to thank the staff of the Israeli Central Bureau of Statistics for preparing the data files used in this study. 1 Bagrut or matriculation examinations assess knowledge on subjects studied in high school. They are frequently compared to the New York State Regents’ Exams and ETS Advanced Placement (AP) tests. Bagrut scores represent an average of the test score and the grade received on that subject in school. Subjects are tested at study unit levels ranging from 1 to 5 units, calculated by the number of class hours devoted to the subject. T Educational Opportunity, Employment, and Income: 1995-2008 3 Most of the expansion was in non-research-oriented colleges, while the number of university students remained fairly constant. Whereas the number of bagrut certificate and academic degree holders grew significantly over the years, the distribution of occupations in the Israeli labor force changed relatively little. As Figure 2 shows, professional and managerial employment ‒ the occupations that employ most of those with a high education level ‒ increased by only 6 percentage points between 1995 and 2008, suggesting that some of the newly highly educated went into non-professional (free occupations), non-managerial employment. This may be due partly to the fact that some occupations traditionally defined as nonprofessional (e.g., sales, administrative assistance, miscellaneous services) now require higher levels of training and education. However, it may also Figure 1 Bachelor’s degree graduates from higher education institutions Source: Bar-Haim, Blank, and Shavit, Taub Center Data: Council for Higher Education 0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000 180,000 200,00

http://taubcenter.org.il/wp-content/files_mf/educationalopportunityemploymentandincome.pdf

Carmel Blank

Papers

The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement:

School discipline and achievement in israel

Tracking and attainment in Israeli secondary education

Second-Chance Alternatives and Maintained Inequality in Access to Higher Education in Israel

Educational opportunity, employment, and income: 1995-2008