The place of specialist schools in the Israeli education system : a study of the School of the Arts in Tel Aviv

• Main Author: Hanoona, Gila
• Published: University of Leicester 2004
• Subjects: 371.90956948
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411402

The emergence of the specialist schools which have wide catchment areas and are situated in various locations around Israel, have generated a new reality in the Israeli education system.;The educational policy based on equality was designed to change in the late 1960's and emphasised the recognition of individual differnces and the necessary to reveal the student's potentialities, his diverse unique abilities and needs.;The appearance of specialist schools with a unique educational and ideological variety was established on the initiation of the local authorities, educators and parents.;This study deals with the schools of arts in Israel, that is, specialist schools with a content characteristic emphasising the arts. The purpose of the study is to focus on these schools as the centre for the introduction of changes in pupil educational achievements and the development of the pupils as individuals and members of society while emphasizing their individual uniqueness and diversified talents. The basic assumption is centered to accentuate (1) the organisational structure; (2) managerial leadership; (3) educational - social features; and (4) professional structure of the specialist schools from the perspective of arts and the unique pedagogic processes, thus resulting on the influence of each child individual talents and the pupils' educational outcomes. This study examines the contribution of participating in theatre, music ensemble, dancing, plastic arts, filming and other collaborative arts as a powerful tool for the specialist schools of arts intensive growth.;The study includes 2 state primary-middle schools and focuses particularly on the School of Arts in Tel Aviv. The above-mentioned topics are examined by means of questionnaires, observations and interviews. The contribution of which is a qualitative and quantitative data expanding on a large population of 114 pupils from 6th-7th grades in addition to policy makers, school graduates, coordinators-teachers and parents.