Oren Pizmony-Levy

Bridging the Global and Local in Understanding Curricula Scripts: The Case of Environmental Education.

This article connects world culture and local culture literatures to enhance understanding of educational globalization. Specifically, I examine the worldwide expansion of environmental education organizations (EEOs), which are important catalysts in promoting environmental education. I use a mixed-methods research design: (a) multivariate analysis of quantitative data for 108 countries between 1977 and 2002 to model the expansion of EEOs and (b) a case study of Israel to examine implementation work of EEOs and governmental agencies. Findings indicate that the number of EEOs is associated with global processes, as suggested by the world culture approach. Implementation of environmental education, however, varies dramatically and is shaped by domestic forces, as suggested by the local culture approach. Implications of these patterns are discussed.

Public Opinion, the Courts, and Same-sex Marriage: Four Lessons Learned

Social scientists often have been called upon to weigh in on social issues, and same-sex marriage is no exception. We draw on quantitative and qualitative data from a national survey to evaluate four of the most prominent arguments raised by opponents of same-sex marriage in court cases. Our data undermine these claims, leading to four lessons about same-sex marriage that we can surmise from public opinion: (1) opposition to same-sex marriage is about animus, (2) marital status brings clear benefits to same-sex couples, (3) state variation in marital laws places same-sex couples in a vulnerable position, and (4) legal alternatives to same-sex marriage do not obviate the need for same-sex marriage. We briefly outline these four lessons and discuss the continuing importance of social science research—in particular, public opinion research—for understanding issues that will emerge as the perceptions of and legal rights afforded to same-sex couples change in the United States.

Is There a New Israeli Gay Teenager

Over the past decade Israel has experienced dramatic change in the legitimization of same-sex relationships. In recent years the LGBT social movement has succeeded in mobilizing public support not only for the rights and well-being of adults, but also for the younger generation–LGBT youth. Using a large-scale survey of the Israeli LGBT community (N = 2,853), we explore two theoretical theses that are commonly used in research on LGBT youth. The first thesis, Cohort thesis, claims that LGBT youth today are different from previous cohorts and are more like other youth, regardless of sexual orientation. This thesis is reflected in the work of Savin-Williams (2005) and is also known as the New Gay Teenager hypothesis. In contrast, the Ageing thesis claims that LGBT youth today face experiences similar to their counterparts in the past, and thus they are still considered to be high-risk youth with special needs in terms of social services. This thesis explains differences between age-groups within the framework of ageing. We analyzed self-reported needs and preferences for social services across three cohorts: youngest (born after 1985); intermediate (born 1979–1985) and oldest (born before 1979). The main difference between cohorts is that respondents who were young adults during the 2000s (born after 1985) are more inclined to be engaged and involved within the LGBT community than other respondents (born before 1985). This finding is consistent with the Ageing thesis rather than with the Cohort thesis. We argue that the New Gay Teenager hypothesis can not be generalized to the Israeli case. We conclude the article with policy implications for targeted services to LGBT youth and with suggestions for further research.

Framing Strategies and Public Support for the Legalization of Marriage between Two People of the Same Sex

Over the past few decades, public debate about the legalization of marriage between people of the same sex has changed and intensified. Participants in the current debate have introduced new terms such as “same-sex couples” instead of “homosexual couples” to describe the subjects of this issue. Recently, this contentious issue has also been framed as a matter of “civil rights” rather than another case of “gay rights.” To date, however, scholars have overlooked these terminological changes and their potential effects on public support for marriage between two people of the same sex. The authors address this void using data from a 2009 national survey. An embedded survey experiment suggests that these frames have no significant impact on public opinion. Multivariate results provide additional evidence that gender, age, race/ethnicity, education, political party identification, and region shape public support for the legalization of marriage between two people of the same sex. The authors discuss the implications of these findings and offer possible explanations for the nonsignificant effects of the frames considered.

International perspectives on homophobic and transphobic bullying in schools

ABSTRACT There has been increasing international attention to the experiences of lesbian, gay, bisexual, and transgender (LGBT) students in schools, and a growing concern regarding anti-LGBT violence and bias directed at youth as a serious human rights issue and barrier to global development goals. This special issue highlights research that has been done with and/or by nongovernmental organizations and provides a global perspective on the experiences of LGBT students. These articles provide insight into school climate for LGBT students in different country contexts but also on the efficacy of interventions on behalf of these youth (e.g., anti-bullying policies, educator professional development, awareness campaigns). Furthermore, this special issue demonstrates the multiple roles that research has played within advocacy communities working to create safer and more affirming school experiences for LGBT youth.

On the merits of, and myths about, international assessments

Purpose – This paper presents a moderated discussion on popular misconceptions, benefits and limitations of International Large-Scale Assessment (ILSA) programs, clarifying how ILSA results could be more appropriately interpreted and used in public policy contexts in the USA and elsewhere in the world. Design/methodology/approach – To bring key issues, points-of-view and recommendations on the theme to light, the method used is a “moderated policy discussion”. Nine commentaries were invited to represent voices of leading ILSA scholars/researchers and measurement experts, juxtaposed against views of prominent leaders of education systems in the USA that participate in ILSA programs. The discussion is excerpted from a recent blog published by Education Week. It is moderated with introductory remarks from the guest editor and concluding recommendations from an ILSA researcher who did not participate in the original blog. References and author biographies are presented at the end of the article. Findings – To...

School climate and the experience of LGBT students: a comparison of the United States and Israel

ABSTRACT This article examines the school experience of lesbian, gay, bisexual, and transgender (LGBT) students in the United States and Israel. Through comparison of the sociocultural and edu-cational contexts, the authors assess whether school experience of LGBT students differs or operates similarly across countries. The authors use data from the National School Climate Survey conducted in 2007 in the United States and the Israeli School Climate Survey conducted in 2008 in Israel. In comparison with their Israeli counterparts, LGBT students in the United States were more likely to experience assault and harassment in schools but were more likely to have access to LGBT supportive resources in their schools. Results from multi-variate analysis show that negative school climate affect absent-eeism and school belonging similarly for both countries.

Beyond Access Social Safety Nets and the Use of Free Health Care Services

We explore how social safety nets shape the utilization of services in a free health care clinic. Sociological research demonstrates that social interactions greatly influence decision making and help-seeking behaviors. However, little is known about the role of community-based organizations (CBOs) in this process and whether the effect of social safety nets varies across different types of services. Using original survey data from 1,044 patients at a free health care clinic, we find clear evidence that one’s social safety net, comprising CBOs and health-related discussion network ties, significantly affects the utilization of specialty care. Patients who are embedded in a social safety net are more likely than others to use these types of services. Importantly, this pattern does not hold for a patient’s use of primary care services. Our findings emphasize the importance of further examining the role of social safety nets, once access to health care is guaranteed.

International Assessments of Student Achievement and Public Confidence in Education: Evidence from a Cross-National Study.

Abstract One of the overarching goals of international large-scale assessments (ILSA) is to inform public discourse about the quality of education in different countries. To fulfil this function, the Organisation for Economic Co-operation and Development (OECD), for example, raises awareness of the Program for International Student Assessment (PISA) results through different forms of traditional and social media (e.g. press releases and other activities under the slogan PISA Day). Scholars have responded to the rapid growth of ILSA by examining public discourse through newspaper articles, policy documents, and other outlets. However, we know very little about whether and to what extent the general public is actually affected by PISA results. In order to address this gap, this study uses data regarding public trust in education from the 2011 wave of the International Social Survey Program (ISSP). Drawing on survey data from 30 countries and Hierarchical Linear Models (HLM), the study shows that PISA rankings have a significant effect on public perceptions. We find that in high performing countries the general public expresses higher levels of confidence in the education system. We discuss these patterns in the context of growing politicisation of education policy making and the use of ILSA as evidence.

Policy learning in Norwegian school reform: a social network analysis of the 2020 incremental reform

ABSTRACT This policy study examines how policymakers and policy experts in Norway made us of research and studies – produced in Norway, in the Nordic countries and outside the Nordic region – to explain the 2020 incremental school reform. In total, 2 White Papers, 12 Green Papers and 3438 texts, cited in the White and Green Papers, were used as data for the text-based social network analysis. The three major findings were the following: First, the policymakers and experts make excessive use of references (on average, 246 references per White or Green Paper). The publications they cite are highly specialized and issue centred with little overlap between the various papers. Second, the policy references for the 2020 reform were mainly domestic. Approximately 70% of the referenced texts were published in Norway. Finally, the social network analysis enabled the authors to identify five texts that were influential and that bridged curriculum with quality monitoring reform topics. The authors suggest that more attention should be paid to an analysis of incremental reforms such as the 2020 reform in Norway. They identify a few of the blind spots that the more commonly used focus on fundamental reforms tends to produce.