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HELLO, I'M

Prof. Orly Shapira - Lishchinsky

 Professor in the Department of Educational Administration, Leadership and Policy, School of Education, at Bar-Ilan University in Ramat-Gan, Israel.

orly shapira.jpg

Prof. Orly Shapira - Lishchinsky

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 Professor in the Department of Educational Administration, Leadership and Policy, School of Education, at Bar-Ilan University in Ramat-Gan, Israel.

shapiro4@biu.ac.il

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About

About

Prof. Orly Shapira - Lishchinsky

Shalom and Welcome!

 

Professor in the Department of Educational Administration, Leadership and Policy, School of Education, at Bar-Ilan University in Ramat-Gan, Israel.

My main research areas include:

·         Comparative education

·         International assessments in science and math (TIMSS)

·         Organizational ethics; Code of Ethics

·         Teachers' withdrawal behaviors (lateness, absenteeism, and turnover)

·         Mentoring in educational systems, Simulation-based workshops

Education & Experience

Bio

My primary research area is focused on organizational ethics, mainly in educational systems. My current research projects focus on comparative and international studies in educational systems. Based on MARIE SKŁODOWSKA-CURIE-Individual Fellowships, Horizon 2020, European Commission grant, I conduct a study together with Prof. Benavot and Prof. Schiller from the State University at Albany, by comparing the ethical aspects of TIMSS international learning assessments among school principals, teachers, and students in 45 countries. 

My research focuses on the following new perspectives: The relationship between perceived "positive behaviors" (e.g., "organizational citizenship behaviors”) and perceived "negative behaviors" (e.g., withdrawal behaviors); Developing scales for 'measuring school Ecological culture' and 'teachers' tendency to absence'; Authentic leadership in Mixed methods; Team-based-simulations (TBS) as a tool to promote ethical behavior among teachers and educational leadership; and developing mentoring strategies. 

In recognition of accomplishments in my research areas, I have received in addition to MARIE SKŁODOWSKA-CURIE grant, Israeli Ministry of Education grant (subject: Successful School Leadership as a Means for Retaining Novice Teachers: Towards Developing a School Ecological Culture Measure); The Bar-Ilan University Rector's Grant, the Lookstein Center, and the Schnitzer Foundation. 

To date, I have published extensive research - 39 peer-reviewed articles - in a wide range o of highly ranked scholarly journals, including Educational Administration Quarterly, Journal of Educational Administration, Educational Management Administration & Leadership, School Leadership & Management, Journal of School Leadership, Internanational Journal of Leadership in Education and Teaching and Teacher Education.

Many of the articles have been presented at prestigious international conferences, such   as the ‘The Comparative and International Education Society', 'the American Educational Research Association', and 'European Educational Research Association'.

In the last years I was invited to conduct collaborative research in the University at Albany, State University of New York, Albany; University of Missouri at Columbia, University of Alabama, Tuscaloosa, and Fordham University, N.Y.

Moreover, I have been appointed a member of several editorial boards and served as a reviewr of articles submitted for publication in most of the prominent journals in the field oof educational leadership and management.  

LIST OF PUBLICATIONS

​REFEREED BOOKS

  1.  Shapira-Lishchinsky, O.(2017). Organizational Ethics in Human Resources Management in Israel’s Educational System. Pardes publication, Haifa (Hebrew).

link to the book

  1. https://books.emeraldinsight.com/page/detail/International-Aspects-of-Organizational-Ethics-in-Educational-Systems/?k=9781787147782

  2.  Shapira-Lishchinsky, O. (2018). International Aspects of Organizational Ethics in             Educational Systems. Emerald publication, Howard House, UK.
link to the book

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CHAPTER IN REFEREED BOOKS

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1. Rosenblatt, Z. & Shapira-Lishchinsky, O. (2010). A Re-examination of the withdrawal syndrome vis-à-vis organizational ethics in schools (2010). In: R.J. Burke, E.C. Tomlinson, & C.L. Cooper (Eds.). Crime and corruption in organizations: Why it occurs and what to do about it (pp.187-211). Farnham: Gower Publishing, UK.

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2. Shapira-Lishchinsky, O. (Forthcoming, 2020). A Cross-national Perspective: An Ethical School Culture among Educational Stakeholders. In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, New York: Oxford University Press.

 

 ARTICLES IN REFEREED JOURNALS

  1. Shapira-Lishchinsky, O. (2007). Israeli teachers' perceptions of lateness: A gender comparison. Sex Roles, 57, 3/4, 187-199.

  2. Shapira-Lishchinsky, O. & Rosenblatt, Z. (2009). Perceptions of organizational ethics as predictors of work absence: A test of alternative absence measures. Journal of Business Ethics, 88 (4), 717-734.

  3. Shapira-Lishchinsky, O. (2009). Israeli teachers’ perceptions of mentoring effectiveness. International Journal of Educational Management, 23(5), 390-403.

  4. Shapira-Lishchinsky, O. &  Rosenblatt, Z. (2009). Organizational ethics and teachers' intent to leave:  An integrative approach. Educational Administration Quarterly, 45(5), 725-758.

  5. Shapira-Lishchinsky, O. (2009). Ethical Dilemmas: The Experiences of Israeli Nurses. Qualitative Health Research, 19 (11), 1602-1611.

  6. Shapira-Lishchinsky, O. (2009). Towards professionalism: Ethical perspectives of   Israeli teachers. European Journal of Teacher Education, 32(4), 473-487.

  7. Shapira-Lishchinsky, O. & Orland-Barak, L. (2009). Ethical dilemmas in teaching: The Israeli case. Education and Society, 27 (3), 27-45.

  8. Shapira-Lishchinsky, O. (2009).  Israeli male versus female teachers' intent to leave work. Gender in Management-An international Journal, 24 (7), 543-559.

  9. Shapira-Lishchinsky, O. &  Rosenblatt, Z. (2010). School ethical climate and teachers' voluntary absence. Journal of Educational Administration, 48 (2), 164-181.

  10. Shapira-Lishchinsky, O. & Aziel, V.  (2010). Team culture perceptions, commitment, and  effectiveness: Teamwork effects.Education al Practice and Theory, 32 (2), 33-56.

  11. Rosenblatt, Z., Shapira-Lishchinsky, O. & Shirom, A. (2010). Absenteeism in Israeli schoolteachers:  An organizational ethics perspective. Human Resource Management Review, 20, 247-259.

  12. Shapira-Lishchinsky, O. (2010). Ethical dilemmas in teaching and nursing: The Israeli case,Oxford Review of Education, 36 (6), 731-748.

  13. Shapira-Lishchinsky, O. (2011). Teachers' critical incidents: Ethical dilemmas in teaching practice, Teaching and Teacher Education, 27, 648-656.

  14. Shapira-Lishchinsky, O. & Even-Zohar, S. (2011).Withdrawal behaviors syndrome:  An ethical perspective, Journal of Business Ethics, 103(3), 429-451.

  15. Shapira-Lishchinsky, O. (2012). Developing ethical knowledge in the spirit of   Judaism,Religious Education, 107 (1), 73-90.

  16. Shapira-Lishchinsky, O. (2012) Teachers' withdrawal behaviors: Integrating theory and findings. Journal of Educational Administration, 50 (3), 307 - 326.

  17. Shapira-Lishchinsky, O. (2012).  Mentors' ethical perceptions: Implications for practice, Journal of Educational Administration, 50 (4), 437-462.

  18. Shapira-Lishchinsky, O. (2013). Team-based simulations: Learning ethical conduct in teacher trainee programs, Teaching and Teacher Education, 33, 1-12.

  19. Shapira-Lishchinsky, O. & Ishan, G*. (2013). Teachers’ acceptance of absenteeism: Towards developing a specific scale, Journal of Educational Administration, 51(5), 594-617.

  20. Shapira-Lishchinsky, O. (2013). An ethical approach to teachers' dysfunctional Behaviors: Voluntary lateness and voluntary absence, Educational Practice and Theory, 35 (2), 63-84.

  21. Shapira-Lishchinsky, O. (2014). Simulations in nursing practice: Toward authentic leadership, Journal of Nursing Management, 22, 60-69.

  22. Shapira-Lishchinsky, O. (2014). Toward developing authentic leadership: Team-Based Simulations, Journal of School Leadership, 24 (5), 979-1013.

  23. Shapira-Lishchinsky, O. (2014). Simulation-based constructivist approach for education leaders, deEducational Management Administration & Learship.

  24. Shapira-Lishchinsky, O. & Tsemah, S*. (2014). Psychological empowerment as a mediator between the teachers' perceptions of authentic leadership and their withdrawal and citizenship behaviors, Educational Administration Quarterly, 50(4), 672-712.

  25. Shapira-Lishchinsky, O. (2014).Teacher Training Programs: Toward implementing a Naturalist Approach, Curriculum and Teaching, 29 (2), 25-41.

  26. Shapira-Lishchinsky, O. (2014). The naturalist approach among future educational leaders: an Israeli case study, International Journal of Leadership in Education. DOI: 10.1080/13603124.2014.986209

  27. Shapira-Lishchinsky, O. & Levy-Gazenfrantz, T*. (2015). Authentic leadership strategies in support of mentoring processes. School Leadership & Management, 1-19.

  28. Shapira-Lishchinsky, O.  & Gilat, I. Z. (2015).  Official Policies' and 'Teachers' Tendency to Act': Exploring the Discrepancies in Teachers' Perceptions. Education Policy Analysis Archives, 23 (82), 1-20.

  29. Shapira-Lishchinsky, O. & Levy- Gazenfrantz*, T. (2015). The multifaceted nature of mentors' authentic leadership and mentees’ emotional intelligence: A critical perspective. Educational Management Administration & Leadership, 1-15.

  30. Shapira-Lishchinsky, O. Glanz, J. & Shaer*, A. (2016). Team-based Simulations: Towards developing ethical guidelines among USA and Israeli teachers in Jewish schools, Religious Education, 1-20.

  31. Tsemah, S.*  & Shapira-Lishchinsky, O. (In press). The relationship between authentic leadership, psychological empowerment and teachers' withdrawal behaviors, Megamot  (Hebrew).

  32. Levy-Gazenfrantz, T. * & Shapira-Lishchinsky, O. (In press). Teachers perceptions: Authentic leadership, I’yunim Be’minhal Uve’irgun Ha’chinuch (Studies in Educational Administration and Organization) (Hebrew).

  33. Litchka, P.R. & Shapira-Lishchinsky (2016). Planning educational policy: Teacher perceptions of school principal transformational leadership in Israel and the US. Educational Planning, 23(2), 45-58.

  34.  Shapira-Lishchinsky, O. (2016). From ethical reasoning to teacher education for social  justice, Teaching and Teacher Education, 60, 245-255.

  35. Shapira-Lishchinsky, O. & Raftar-Ozery*, T. (2016). School leadership, absenteeism acceptance, and school ethical climate as predictors of voluntary absence and organizational citizenship behaviors. Educational Management Administration & Leadership, 1-20. DOI: 10.1177/1741143216665841

  36. Klein, J. & Shapira-Lishchinsky, O. (2016). Intergenerational sharing of knowledge as means of deepening the organizational learning culture in schools. School leadership & Management, 36(2), 133-150.

  37. Rosenblatt Z. & Shapira-Lishchinsky, O. (In press).Temporal Withdrawal Behaviors in an Educational Policy Context. International Journal of Educational Management.

  38. Shapira-Lishchinsky, O. & Ben-Amram*, M. (2017): Exploring the social ecological model based on national student achievements: extracting educational leaders’ role, International Journal of Leadership in Education, DOI: 10.1080/13603124.2017.1318956

  39. Rosenblatt Z. & Shapira-Lishchinsky, O. (2017).Temporal Withdrawal Behaviors in an Educational Policy Context. International Journal of Educational Management, 31(7), 895-907.‏

  40.  Shapira-Lishchinsky, O., & Litchka, P. R. (2018). The relationship between teachers’ perceptions of transformational leadership practices and the social ecological model: Universal vs national culture. International Journal of Educational Management, 32(6), 1118-1134.‏ 

  41. Shapira-Lishchinsky, O. & Benoliel, P. (2018). Nurses’ psychological empowerment: An integrative approach, Journal of Nursing Management.  DOI: 10.1111/jonm.12726.

  42. Shapira-Lishchinsky, O. (2019). The implicit meaning of TIMSS: Exploring ethics in teachers’ practice, Teaching and Teacher Education.

  43. Shapira-Lishchinsky, O. &  Zavelevsky, E* (2019).  Multiple Appearances of Parental Interactions and Math achievement on TIMSS International Assessment. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-018-09949-w, 1-17.

  44. Shapira-Lishchinsky, O. (2019). The relationship between principals' perceptions of school practices and students' achievements: The implicit ethical meaning of the TIMSS. Educational Management Administration & Leadership, Article ID: 836680

  45. Zavelevsky, E*. & Shapira-Lishchinsky, O. (2018). Testing the relationship between perceptions of parental involvement and academic achievements in Israel through international assessment tests (TIMSS). Dapim, 79-109 (Hebrew).

  46.  Shapira-Lishchinsky, O., & Ben-Amram, M*. (2018). Exploring the social ecological model based on national student achievements: extracting educational leaders’ role. International Journal of Leadership in Education, 21(3), 380-398‏.

  47.  Shapira-Lishchinsky, O. & Litchka, P. R. (2018). The relationship between teachers’ perceptions of transformational leadership practices and the social ecological model: Universal vs national culture. International Journal of Educational Management, 32(6), 1118-1134.‏

  48.  Shapira-Lishchinsky, O. (2019). The relationship between principals' perceptions of school practices and students' achievements: The implicit ethical meaning of the TIMSS. Educational Management Administration & Leadership, Article ID: 836680.

  49.  Iftach, G*., & Shapira-Lishchinsky, O. (2019). Principals’ perceptions of school identity: Logo, vision and practice. International Journal of Educational Management.

  50.  Zavelevsky, E*. & Shapira-Lishchinsky, O. (2018). Testing the relationship between perceptions of parental involvement and academic achievements in Israel through international assessment tests (TIMSS). Dapim, 79-109 (Hebrew).

  51.   Iftach, G*., & Shapira-Lishchinsky, O. (2019). School practice and vision. The Study of Organizations and Human Resource Management Quarterly (Hebrew).

  52.   Shapira-Lishchinsky, O. (2019). Toward lifelong learning: A cross-national analysis of codes of ethics for educators. Curriculum & Teaching.

  53.  Shapira-Lishchinsky, O. & Levy- Gazenfrantz*, T. (2019). Exploring predictors of citizenship behavior and misbehavior among Ministry of Education leaders: Toward integrative approach.  Journal of Educational Administration.

  54.  Tal-Alon, N*. & Shapira-Lishchinsky, O. (2019). Ethical dilemmas among teachers with disabilities: A multifaceted approach. Teaching and Teacher Education.

  55.   Davidoff, Y., & Shapira-Lishchinsky, O. (2019). Team-based simulations among teacher trainees: Ethical dilemmas and psychological empowerment in cases of school bullying. International Journal of Technology and Inclusive Education (IJTIE), Volume 8, Issue 2, ISSN 2047-0533.

  56.   Levy- Gazenfrantz, T.* & Shapira-Lishchinsky, O. (2019). The mechanism of organizational citizenship behavior and misbehavior. The Study of Organizations and Human Resource Management Quarterly, 4 (2), 73-89 (Hebrew).

  57.  Zavelevsky, E* & Shapira-Lishchinsky, O. (2019).  An ecological perspective of           teacher retention: An emergent model. Teaching and Teacher Education.

  58.   Shapira-Lishchinsky, O., & Ben-Amram, M*. (2020). Developing a code of ethics amongst social workers in supported employment: Exploring the socio-ecological model. The British Journal of Social Work.

  59.   Davidoff, Y., & Shapira-Lishchinsky, O. (2019). Psychological empowerment in scenarios of school bullying: Role playing simulations. Dapim (Hebrew).

  60.  Shapira-Lishchinsky, O. (2020).  A Multi-national Study of Teachers' Codes of Ethics: Attitudes of Educational Leaders. NASSP Bulletin (National Association of Secondary School Principals).

  61.  Ben-Amram, M* & Shapira-Lishchinsky, O. &. (2020). Mentoring strategies and their impact on social workers' attitudes. The Journal of Social Work.

  62.  Tal-Alon, N*. & Shapira-Lishchinsky, O. (2020). Employing teachers with disabilities: A multi-faced prism of school principals' ethical dilemmas.  Educational Management Administration & Leadership.

  63.  Shapira-Lishchinsky, O. (2020). Proposing a new model for long-term learning among mid-level school leaders: toward enhancing organizational learning via simulation training. International Journal of Educational Management. Article ID: 646946.

  64.  Ben-Amram, M* & Shapira-Lishchinsky, O. &. (2020). The social ecological model in supported employment. Social Security, 111, 1-27 (Hebrew).

  65. Shapira-Lishchinsky, O. (2020).  Ethical implications of TIMSS findings: An integrative model of student achievement. School Effectiveness and School Improvement. doi: 10.1080/09243453.2020.1845750

  66. Shapira-Lishchinsky, O., Zavelevsky, E*., Benoliel, P., Klein, J., & Schechter, C. (2021). Ecological School Culture for Novice Teachers' Retention: Principals' Perceptions. Leadership and Policy in Schools. DOI 10.1080/15700763.2021.1879170.

  67. Milon, L.* & Shapira-Lishchinsky, O. (2021). Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior. International Journal of Educational Management.

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Skills & Languages
Awards & Interests

Media

1.  שינוי מעמדו של המורה 

קישור להרצאה

 

2. Team-based Simulations as a Tool for eveloping an Ethical Code in Supported

Employment:

קישור להרצאה

 

3.הצלצול לא בשבילם

יותר מ־2 מיליון שעות הפסידו תלמידי ישראל בשנת הלימודים החולפת • הפעם לא מדובר בהברזות של תלמידים אלא דווקא של המורים עצמם שלוקחים ימי מחלה בסמוך לסופי שבוע ולחגים • יו"ר ועד ההורים: "ההיעדרויות פוגעות ברצף הלימודי ומבזבזות שעות לימוד" • בדיקת נוכחות

קישור לכתבה

 

4. חשיפה לספר אתיקה ארגונית בניהול משאבי אנוש במערכת החינוך הישראלית במסגרת ליל המדענים, ספטמבר 2017: 

קישור להרצאה

אתיקה-שמתיקה: האם מערכת החינוך הישראלית זקוקה לקוד אתי? - פרופ' אורלי שפירא-לשצ'ינסקי

הרצאתה של פרופ' אורלי שפירא-לשצ'ינסקי, אתיקה-שמתיקה: האם מערכת החינוך הישראלית זקוקה לקוד אתי?, במסגרת ליל המדענים, שהתקיים בספטמבר 2017

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5. קישור לתקציר הספר

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Project[1] Number: [701911]

Project Acronym: [DISCOVERING]

Project title: [Interdisciplinary Model of Schooling: Exploring Ethical Culture in International Science Assessments]

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Periodic Technical Report

Part B

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Period covered by the report: from [01/09/2016] to [31/08/2018]

Periodic report: [1nd] -   [2nd]   

 

1. Explanation of the work carried out by the beneficiaries and overview of the progress

Overall, the project achieved most of its objectives and milestones for the period, with relatively minor deviations. During the research process, I submitted several manuscripts to international refereed journals, which were  based on TIMSS 2015 data. One important piece of feedback I received from the reviewers was that the ethical items discerned in the TIMSS questionnaires might actually reflect ethical school practices (ESP) instead of SEC (school ethical culture). This feedback encouraged me to reconsider the beginning definition. I re-read the educators’ codes of ethics from the different countries, the TIMSS questionnaire items for the  students, teachers and principals, examined the dimensions that arose from the qualitative analyses (open coding, axial coding and selective coding), and  the quantitative analyses (the inter-rater reliability procedure and factor analyses). This revisiting taught me that indeed the best definition for the items reflecting ethical meaning is ESP, and not SEC. Therefore, this report refers to the updated definition. Furthermore, it is important to note that the contents of the items and the factors did not change, only the definition.

  1.1 Objectives

The main objective of this two-year study was to explore the ethical school practices in the TIMSS 2015 assessments in science by designing an integrative model that brings together both external and internal school factors.

The specific aims were to:

(a) Examine the ESP (ethical school practices) dimensions in TIMSS 2015 assessments, based on principals’, teachers’ and students’ reports.

(b) Explore the categories of factors – ethical, external, and internal – in TIMSS assessments.

(c) Investigate which factors – ethical, external, or internal – explain students' science achievements.

 

 In order to reach these goals, we proposed an integrative model, which includes the relationship between ethical practices, external and internal school factors (that we found in each of the kinds of questionnaires - principals, teachers, students) and their relationships to students' science achievements. In general, we found that ESP is a significant factor in relation to other predictors. More specifically, when we consider the students' reports, we found that ESP dimensions emerged from the data (teachers' support, students' misbehaviors, sense of belonging), and that they were dominant factors in relation to external factors (e.g., parents’ level of education) or internal factors (e.g., school resources, school size), while predicting students science achievement.

 

Similar results were  found in the principals' reports. We found that ESP dimensions emerged from the data (respecting the rules, parental and students' involvement), and that they were relatively dominant factors in relation to external factors (e.g., students' SES) and internal factors (e.g., school resources, school size), while predicting students science achievements.

 

When we analyzed the teachers' reports, we found that both ESP and external factors (e.g., language difficulties) were dominant factors in explaining students' achievements.                                                                                                                               The text below describes the work carried out during the two-year reporting period.

 

1.2 Explanation of the work carried out per WP

 

The work at SUNY in Albany, New York:

WP1: Familiarization with the methodological aspects of multi-level analysis using 2015 TIMSS data.

I participated in Prof. Schiller's course, EAPS762: 'Advanced Research Methods: Applications of Hierarchical Linear Modelling'. The course focused on TIMSS 2015. During the course, I learned new strategies and approaches for analysis of the data (e.g., weights’ analyses), shared my research with the students, and gained ideas to improve the study.

  

WP2: Secure scholarly and public engagements to publicize our research activity.

 

I outlined a plan for using social media with Dr. Gina Giuliano from SUNY. This plan involved becoming acquainted with the different tools (e.g., blogs, Twitter, Facebook), their advantages and limitations, and how to use them. I also met with students in order to tell them about the DISCOVERING project. In addition, I prepared manuscripts for conferences in which I participated during the year: CIES (The Comparative and International Education Society), March 5-9, 2017, Atlanta, GA; AERA-The American Educational Research Association, April 27-May 1, 2017, San Antonio, Texas (Division A-Administration, Section 4-School context).

 

WP3: Aggregate data: Building the cross-national time dataset, check data quality and missing cases; match files across countries.

We found a cross-national multi-dimensional model of ESP that included six dimensions based on 30 codes of ethics from the TIMSS participating countries (the qualitative part of the study). In the quantitate part of the study, with the help of the statisticians, we cleaned the dataset and merged the different files together from each country.

 

WP4: Conducting factor analysis.

We examined the ethical dimensions of ESP in teachers' questionnaires as a pilot for questionnaires directed to principals and students. We also compared the different dimensions of ESP factors across countries, based on unconstrained and constrained models. We found some similarity between the dimensions elicited by analysing the 30 code of ethics, and the dimensions elicited by analysing the TIMSS items, which gave same conceptual validity to our innovative approach, elicited ethical dimensions in TIMSS questionnaires. 

 

WP5: Disseminate the mid-term research results

I disseminated the study results and tested the acceptance of our hypothesis by submitting two articles to peer-referred journals: Oxford Review of Education and the International Journal of Educational Development. Unfortunately, after submitting and revising the manuscripts, the articles were  not accepted by the journals. However, the reviewers’ feedback helped me improve my study in the second year. I reanalysed the data, based on the reviewers’ suggestions.  

 

I prepared my presentation "International aspects: Do we need codes of ethics?" for the European Researchers' Night (ERN) at Bar-Ilan University (this event took place on Sept. 19, 2017).

 

In addition, I participated in international conferences in the US:

 

  • Shapira-Lishchinsky, O. (2017). Multiple Perspectives of Parental Involvement (TIMSS): The Israeli Case. CIES (The Comparative and International Education Society), March 5-9, 2017, Atlanta, GA

  • Shapira-Lishchinsky, O. (2017). Towards Equal Educational Opportunity. AERA (The American Educational Research Association), April 27-May 1, 2017, San Antonio, Texas (Division A-Administration, Section 4-School context).

 

At Bar-Ilan University:

 

WP6: Conducting three-level hierarchical data analysis

Based  on the fact that ESP was found in the DISCOVERING project to be a significant factor in predicting students' achievements, I present below an overview of the project’s main findings.                                                                                                                    

The main results, were the following:

 

  • I explored the shared meaning of ESP (ethical school practices), based on educational leaders' attitudes. I based my analysis on a random sample of 30 codes of ethics for educators that were developed by educational leaders in various countries. The data analysis was  based on qualitative thematic analysis that used the ATLAS.ti 5.0 software package. We (with my research assistants) analyzed the codes of ethics via a three-step process: open coding, axial coding and selective coding. The findings generated a multidimensional model of ESP that included six dimensions: ‘caring about students,’ ‘educators' professionalism,” ‘collegial relationships,’ ‘parental involvement,’ ‘community involvement’ and ‘respecting the law and regulations.’

 

The findings can help educators understand the multidimensional structure of ESP, and help increase awareness of their ethical roles and obligations. In addition, educational leaders can develop professional training programs that focus on the dimensions explored in this study, thus creating ethical environments in educational systems around the world.

 

 

  • I explored whether a shared concept of ESP emerged from teachers' questionnaires that were  distributed in 45 participant countries on behalf of the Trends in International Mathematics and Science Study (TIMSS 2015) assessments. The sample was comprised of 8,353 science teachers (67.7 % women) in 8,353 different schools (mainly from a single class per school) across 45 countries that participated in the TIMSS 2015 survey.

 

The results indicated that ESP includes four dimensions: 'teachers' profession', 'care for students' learning', 'interaction with colleagues', and 'respecting rules'. Our analysis revealed that, on the school level, all four ESP dimensions positively affected science achievements. Our findings lend support to a universal perspective, showing how common values, such as different dimensions of ESP, affect student achievements. However, we also found some different perspectives in the different countries. These different perceptions can  be explained by the particular national context, which is tied to specific policies and politics of each country.

 

  • I explored whether shared ESP emerge from school principals' perceptions of school practices based on the TIMSS 2015 international assessment of the eighth grade. The sample was comprised of 8,355 principals nested in 8,355 different schools and 280,130 students that participated in the TIMSS 2015 survey. I used the MIMIC model in Mplus v.8.0 for three procedures: exploratory and confirmatory factor analyses and multilevel confirmatory analysis. The results indicated that principals' perceptions include three main dimensions that carry an ethical meaning: “caring for students' learning,” “respecting the rules among students and teachers,” and “parents' and students' involvement in schooling.”

 

These dimensions broaden the meaning of existing dimensions that describe ethical practices in school leadership. In addition, they were found to positively predict students’ science achievements. This study led to the understanding that the TIMSS principals' questionnaire has an additional meaning, which goes beyond its original factors. The findings can lead to a better understanding of the importance of ethics in school practices and may encourage the elicitation of a new global measure with ethical meaning. To date, this has not been investigated in principals' TIMSS questionnaires. It is hoped that future research will explore the similarities and differences between countries, based on this measure.

 

WP7: Testing our argument in academic institutions

I submitted the following articles to refereed journals:

Shapira-Lishchinsky, O. (Submitted). The relationship between principals' perceptions of school practices and students' achievements:  The implicit ethical meaning of the TIMSS. Educational Management Administration & Leadership.

Shapira-Lishchinsky, O. (Revised & Submitted). The meaning of TIMSS: The relationship between ethical school practices and science achievement. Teaching and Teacher Education.

Shapira-Lishchinsky, O. (Submitted). A cross-national analysis of codes of ethics for educators: Educational leaders' attitudes. International Journal of Leadership in Education.

 

In addition, the following chapter has  been accepted for publication:

 

Shapira-Lishchinsky, O. (Forthcoming, 2020). A cross-national perspective: An ethical school culture among educational stakeholders. In R. Papa (Ed.), [Oxford] Encyclopedia of Educational Administration. New York, NY: Oxford University Press.

 

In addition, I published a book, including part of the DISCOVERING results:

 

Shapira-Lishchinsky, O. (2018). International aspects of organizational ethics in educational systems. Howard House, UK: Emerald Publications. https://books.emeraldinsight.com/page/detail/ International-Aspects-of-Organizational-Ethics-in-Educational-Systems/?k=9781787147782

 

WP8: Increased scholar and public engagement by results dissemination

  • I presented my results at the following prestigious conferences:

Shapira-Lishchinsky, O. (December, 2018a). Exploring ethical aspects in TIMSS international assessments. Paper presented at the Oxford Education Symposium, England, St. Hugh's College, Oxford.

 

Shapira-Lishchinsky, O. (March, 2018b). A cross-national perspective of ethical practices. Paper presented at the 62nd Annual Meeting of the Comparative and International Education Society, Mexico City.

 

In addition, I organized the following activities:

  • I was invited by Prof. Petros Pashiardis (May, 2018), the Academic Coordinator of the MA program in Educational Studies, Open University of Cyprus, to organize a workshop for PhD students, school principals and teachers about the practical implications of my  project: Interdisciplinary model of schooling: Exploring ethical school practices in international science assessments. Here is the link to the lecture delivered at the Open University of Cyprus: https://eu1.bbcollab.com/site/external/jwsdetect/playback.jnlp?psid=2018-05-09.1736.M.D32E6E877FE1A2E4F5AFA1601C4231.vcr&sid=2015063

  • I led an international conference for educational leaders from different countries, including European countries (e.g., Ukraine, Belarus) at Bar-Ilan University. The conference was entitled: "New pedagogies in the 21st century – For Higher Education Teachers.” (The conference was held in collaboration with the International Development Cooperation Program, Mashav, Israeli Foreign Ministry). I presented the importance of my study to Masters’ students, in order to encourage their critical thinking. The title of the presentation was "The hidden meaning of TIMSS: Developing critical thinking among our students."

 

The following link has photographs from the conference:

https://photos.google.com/share/AF1QipOG3XYn6oM9H2HWyeWjIMf515OI7um1KCounPKcxKLK0wn46vQpzNXKI4a2lJ2mxQ?key=TjBraWhqdXRGbERoN1d3djJBWDdXcmsycFcycDJn

 

  • I developed a workshop (a collaborative project with the Erasmus office): "Developing a code of ethics by team-based simulation: A cross-national perspective." The workshop was  designed for scholars and practitioners from different European countries (Romania, Czech Republic, Germany, and Croatia) based on the qualitative part on the study.                       

 

Below is a link to photographs from the workshop:

https://photos.google.com/share/AF1QipNI61Hly4K18vDoFj3Xja3iBJlYFFiRhBEh9UQokxGjAs9sLYA1brvARdIRnC6p-A?key=TFNpdk9WTEZUWXBJZGRPU0lUYy12Q3hReEVsdERR

 

  • I planned an activity for families during the European Researchers' night at my university (this event took place in September 2018). The activity was entitled: “Thinking outside the box with the Kahoot application: An international science quiz for the entire family."

 

  • I organized a national conference in the School of Education: "At the forefront of research," for MA and PhD students in the school of education, Bar-Ilan University. Its goal was to encourage the graduate students to engage in cross-national studies Prof. Feuer from George Washington University gave a keynote address. His presentation was entitled: "Does international research matter: Lessons for educational policy and practice.” In this conference, I also presented my study: "The hidden ethical meaning of TIMSS." I described the opportunity I had to undertake such research, due to receipt of the Marie-Curie individual fellowship. Please see the link for photographs of the conference.  

https://photos.google.com/share/AF1QipO78cICH4Ymv0D1i3VGf4BRf_farmc_ThT8JZi1OHo8LssD0OWntfK-OG6u3D4d0g?key=RXA5RUNvdmxWQjQyVVZvQTlNekdzSG4ydHNkS1NR

  • I also organized a workshop for high school teachers from the "Ironi A", a high school in Haifa. The workshop was entitled: "Developing a code of ethics: A cross national perspective." This workshop was  based on the first stage of the study.

 

Results

  1. Main scientific achievements

We (in collaboration with Prof. Benavot, Dr. Klein, the statistic team) elicited different dimensions of ethical practices based on principals’, teachers’, and students' reports. These ethical practices include different dimensions. Some of them are shared. For example, 'caring for the students' learning', and ‘respecting the rules’ were shared practices among principals, teachers, and students. These dimensions emphasize the main ethical challenges with which the educational system must deal. We also learned that these ethical dimensions explain students' achievements.

  1. Main innovation outputs (if applicable)

Based on responses to the TIMSS questionnaires, we uncovered implicit measures of ethical practices in principals’, teachers’, and students' reports.

 

  1. Contribution to the state of the art

In future rounds of TIMSS, I propose measuring the ethical practices among principals, teachers, and students in the different countries. It is important to learn how these dimensions affect student achievement. Reports on these relationships can lead educational leaders to promote ethical environments in schools. In addition, the findings may encourage European countries to develop or update code of ethics for educators.

 

  1. Scientific and/or technological quality of the results

We used advanced methodological approaches and tools (qualitative and quantitative) in order to analyze the data (Atlas, Mplus, Multilevel analysis). Therefore, this study used a wide variety of methodologies.

 

 

Progress of the Activities

  1. Main research / innovation

The quantitate findings enable us to measure 'ethical practices' in principals’, teachers’, and students' reports in international assessments. These measures can help predict students' science achievements and promote ethical environment in schools. In addition, the qualitative findings may help to develop or update code of ethics for educators. 

  1. Researcher's training

After discussing the significant relationships that exist between ethical practices and students’ achievements, based on analyses of the TIMSS questionnaires, I encouraged my PhD student, Avi Ohayon to study these relationships.

 

  1. Transfer of knowledge

 

 I am supervising PhD and MA students, and I have organized conferences, workshops and lectures, as described above.  

 

  1. Difficulties or problems encountered; how they were solved

In order to give additional validity to our study, we added the inter-rater reliability procedure.

 

Details on the (non-scientific) management activities of the project

I was involved in all management aspects of the fellowship (e.g., choosing the research assistants, the statisticians’ team, translators of the codes of ethics, and leading and mentoring them). I managed the financial part of the project, with the support of the administrative staff at Albany State University. For example, Mrs. Alison Olin helped me contact translators in order to translate the codes of ethics from different languages and to choose translators, based on their price quotes. Ms. Maria Moon helped me publish the lecture to the faculty and PhD students. I was given a warm welcome in the department. For example, Prof. Benavot provided me with a very pleasant office, and Prof. Heinz-Dieter Meyer encouraged me to write a book. All of the faculty members attended my lecture. They also invited me to participate in their classes (e.g., Prof. Schiller; Prof. Valverde), in order to talk to their students about my project. DISCOVERING gave me additional ideas and topics that I can use when I supervise my Master and PhD students. I had weekly meetings with my supervisor, Dr. Klein, who also participated in my meeting with the statistical team.

1.3 Impact

DISCOVERING has helped me become an independent and expert scholar in my department at BIU. The training helped me acquire transferable new knowledge, such as additional new skills in collecting and analyzing international data in multi-level structures and in ways to improve data analysis. The knowledge and skills helped me develop expertise in a new interdisciplinary-international research field. Thus, this training served as a gateway for professional career opportunities in cross-national studies. For me, the next career step is to move from Israeli-based research to comparative studies. In addition to research on the TIMSS, I also plan to undertake studies that focus on cross-national aspects of ethical perceptions and attitudes.

 

This study was innovative in that it led to the proposal of additional measures in the TIMSS assessments. This has the potential to facilitate equity-oriented ethical policies in Europe by encouraging educators to consider a variety of ethical aspects. In turn, this could help narrow the gaps between students, promote social justice, and increase learning opportunities.

 

The study’s approach – which aimed to uncover implicit ethical aspects of the TIMSS - and the use of complex methodology, described above, can help encourage academic excellence among students, educators and scholars in different countries. In addition, the findings based on the quantitate part may help to develop and update code of ethics for educators in European countries.

 

The training helped me acquire skills related to global and comparative education, especially in the field of ethical aspect of international datasets. It further provided the opportunity to engage in networking with scholars interested in ethics from an international perspective, including scholars from European countries (e.g., Dr. Muriel Poisson, a task manager of the UNESCO’s project on Ethics and Corruption in Education). In summary, the DISCOVERING project can help researchers and practitioners of education rethink existing educational policy by focusing on ethical values and the promotion of just and equal societies in Europe.

 

2. Update of the plan for exploitation and dissemination of results

The exploitation and dissemination of the results of the research went beyond the original plan. The number of conferences, workshops, and lectures dedicated to dissemination of my results increased during the grant period. In addition, DISCOVERING encouraged me to develop a draft version of a code of ethics for educators in Israel. In addition, I shared my findings with Dr. Muriel Poisson, the task manager of UNESCO’s project on Ethics and Corruption in Education. In addition, I shared my results with staff from the Israeli Ministry of Education. Together we are now trying to promote a code of ethics for educators in Israel, as in other European countries. Moreover, while I did not have plans to write a book that would include DISCOVERING results, DISCOVERING gave me the resources to do it. During my stay in SUNY, in which I learned that most of the faculty members author books, I was encouraged to publish part of my results in the following book that focuses on a global perspective of ethical practices in schools:

 

Shapira-Lishchinsky, O. (2018). International aspects of organizational ethics in educational systems. Howard House, UK: Emerald Publications.

 

In addition, the qualitative part of the work will be published as a chapter in a book.

 

Shapira-Lishchinsky, O. (Forthcoming, 2020). A cross-national perspective: An ethical school culture among educational stakeholders. In R. Papa (Ed.), [Oxford] Encyclopedia of educational administration. New York, NY: Oxford University Press.

 

Summary:

List of conferences attended during the two-year period. (Below follow the most important ones. The others are described above).

 

  • Shapira-Lishchinsky, O. (2017). Multiple Perspectives of Parental Involvment (TIMSS): The Israeli Case. CIES (The Comparative and International Education Society), March 5-9, 2017, Atlanta, GA

  • Shapira-Lishchinsky, O. (2017). Towards Equal Educational Opportunity. AERA (The American Educational Research Association), April 27-May 1, 2017, San Antonio, Texas (Division A-Administration, Section 4-School context).

  • Shapira-Lishchinsky, O. (December, 2018a). Exploring Ethical Aspects in TIMSS International Assessments. Paper presented at the Oxford Education Symposium, England, St. Hugh's College, Oxford.

  • Shapira-Lishchinsky, O. (March, 2018b). A Cross-National Perspective of Ethical Practices. Paper presented at the 62nd Annual Meeting of the Comparative and International Education Society, Mexico City.

 

In addition, I organized two activities for families during the European Researchers' Night at Bar-Ilan University (the event took place on Sep 2017, 2018). I organized and led an international and national conference at Bar-Ilan University (described above). In these conferences I presented the new measure of ethical practice that can be found in the TIMSS questionnaires, the development of a draft version of a code of ethics for educators, and discussed the importance of exposing schools to the importance of integrating a code of ethics in their schools (on the elementary, middle, and high school levels).

 

The local press published information about the conferences I organized. (Please see page 10 in the link): https://en.calameo.com/read/00262704797b385cd51b0

 

Concerning dissemination of the project results through publications in academic journals – I planned to publish two articles in refereed journals (as noted in the report of the first year). After the first submission, I was asked to revise and resubmit the manuscripts. However, as noted above, the articles were  not accepted. Based on the reviewers’ feedback, I improved the manuscripts and submitted them to two other refereed journals (that have high impact factors).  When the articles will be  accepted for publication, I plan to publish them in open access repositories.

 

Finally, I disseminated and communicated information about the project’s activities and results by other means. For example, I set up a website: http://proforly.simplesite.com/. This website includes the options of adding blogs and linking to Twitter, while focusing on DISCOVERING results.

For example, in the website, there is a link to a video clip: https://www.youtube.com/watch?v=iB6RHyYRB_k&list=PLXF_IJaFk-9CMNI3DG16hxxtplNW_tmKs&index=2. This link connects to my lecture at the European Researchers' Night (ERN) at Bar-Ilan University (Sep 2017). I presented the project’s goals and intermediate results, and emphasized the potential effect of the project for the design of equity-oriented ethical policies. This lecture hoped to encourage educators and parents to promote science studies among their children, based on a policy designed to promote challenging studies.

 

In addition, I contributed to ETICO, an IIEP-UNESCO web-based resource platform targeting the issue of ethics and corruption in education. I wrote a blog of about 800 http://etico.iiep.unesco.org/en/blog , presenting some major conclusions of DISCOVERING. My blog focuses on the study results in a way that can be understood by non-specialists. This approach is designed to increase public interest and engagement and may help reduce gaps among students and countries.

 

Finally, all the publications and lectures at the conferences include a reference to the EU funding.

 

3. Update of the Data Management Plan (if applicable)

The data management plan went according to the submitted plan.

 

5. Deviations from Annex 1 and Annex 2 (if applicable)

There were no deviations from Annex 1 and Annex 2.

 

5.1 Tasks

We collected and analyzed 30 official educational codes of ethics available from the different participating countries. We learned that among 45 countries participating in 2015 TIMSS, there are still European countries that have not developed a code of ethics. In any case, when compared to other comparative studies in education, the 30 countries that participated in this study constitute a reliable sample that can illuminate the meaning of school practices.

 

The impact of the ethical dimensions of ESP that we found through analyses of the TIMSS questionnaires and codes of ethics for educators can help promote ethical schools and ethical policy. The findings may help to facilitate equity-oriented ethical policies in Europe by considering a variety of ethical aspects, leading to narrowing gaps among students, promoting social justice, and increasing learning opportunities.

 

 

[1] The term ‘project’ used in this template equates to an ‘action’ in certain other Horizon 2020 documentation

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