Academic coordinator at the Initiative for Applied Education Research, a unit of the Israel Academy of Sciences. For the past five years, he has been coordinating consensus committees and expert teams studying various topics. Previously, he served as a research assistant and teaching assistant in the Political Science Department at Hebrew University. After completing his studies, he was a teaching assistant for the course on funding sources in the Executive Program at Hebrew University’s School of Public Policy, and at the Open University he was a teaching assistant for the course in statistics for students in the social sciences.Mr. Busharian holds a BA in the combined Philosophy, Economics, and Political Science program, received in 2007,and an MA degree in Political Science, received in 2011, both from the Hebrew University of Jerusalem.
Using Longitudinal Data as a Source of Information for Education Policy and Programs in Israel, 2017
The Initiative for Applied Education Research, with the support and encouragement of Yad Hanadiv,... more The Initiative for Applied Education Research, with the support and encouragement of Yad Hanadiv, assembled an expert team that will lead a learning process on the topic of “The Use of Data Measured over Time as a Source of Information for Education Policy and programs.” The members of the team are: Professor Leah Achdut – Ruppin Academic Center and the Van Leer Institute in Jerusalem (chairperson); Professor Michal Beller – Levinsky College of Education; Professor Orly Manor – Hebrew University of Jerusalem and Hadassah Hospital; Dr. Iris Tabak – Ben-Gurion University of the Negev; Professor Tal Zarsky – University of Haifa; Mr. Noam Zussman – Bank of Israel. Mr. Oded Busharian of the Initiative is the team coordinator. During the course of the activity, the expert team formulated a number of insights. Some were explicit outgrowths from lectures given by speakers at the learning sessions, some came from reading the research literature on the topic, and some from the team members’ familiarity with the topic and their expertise in the area. In the summary which follows, we will present these insights within the topic areas the present report addresses. It is important to mention that these insights are not based on wide-ranging research or on a comprehensive review of the scientific literature on the topic. Thus, these insights should not be viewed as recommendations unanimously endorsed by the expert team. Nonetheless, the expert team hopes that the insights will enable a more intelligent articulation of policy on these topics.
Adapting Curricula and Study Materials for the 21st Century, 2020
the noted futurist, coined the term "future shock" to describe a situation wherein "too much chan... more the noted futurist, coined the term "future shock" to describe a situation wherein "too much change in too short a period of time" results in dysfunction and disorientation in systems and individuals (Toffler, 1990). Arguably, the public education system is in many ways suffering from future shock. While society, economy, culture, science, politics, the environment, and − in particular − technology are changing rapidly, education systems find adjustment difficult. A clear discrepancy has recently emerged between the reality in which the education system must function, and its response to changes in that reality (Eisenberg and Selivansky Eden, 2019). This discrepancy is also apparent in the system's curricula. Although existing curricula are, for the most part, still relevant, they often reflect outdated ideals, conceptions, teaching methods, and insights. Curricula are updated regularly within the system, yet given the profound societal developments in Israel and worldwide, this is insufficient. What is needed today is an innovative, methodical reexamination of curricula that will provide a rational,
Inequality and Education The Relationship between Rising Economic Inequality and Educational Attainment and Achievement, 2016
Socioeconomic inequality is a given; its scope varies from country to country and from time to
ti... more Socioeconomic inequality is a given; its scope varies from country to country and from time to time. In democratic countries, increasing the prospect of social mobility for those born into low socioeconomic circumstances is considered a worthy goal. The education system is perceived to be a key policy tool for reducing disparities in opportunity. In recent years, there has been a discernible rise in income disparity and in parallel, a rising gap in educational opportunities. Understanding these mechanisms’ reciprocal influences is important for determining effective policy. The Spencer and the Russell Sage Foundations in the United States studied a range of issues within the context of inequality and education. The rich findings were assembled in a volume published in 2011, entitled Whither Opportunity: Rising Inequality, Schools and Children’s Life Chances, which suggest possible explanations for the increasing impact of economic disparity on the academic achievement gaps in the US. Inspired by the above study and with encouragement from those responsible for the US project, the aim of the Initiative activity was to delineate an evidence-based framework for policymakers to understand the relationships between socioeconomic inequality and educational opportunities and achievements in Israel and how these are distributed across the population1. Another objective was to provide information for public and professional discourse on this topic. A steering team comprised of researchers from the fields of sociology, education, economics and welfare guided the activity.
Report of the Committee on
School and Family: Teacher-Parent Relations
in a Changing Environment
... more Report of the Committee on School and Family: Teacher-Parent Relations in a Changing Environment Executive Summery Translated from the Hebrew original Editors: Zipora Shechtman and Oded Busharian July 2015
Parent-Teacher Relations in Secondary Education: Status Report and Recommendations, 2015
At the request of the Ministry of Education, the Israel Academy of Sciences and Humanities establ... more At the request of the Ministry of Education, the Israel Academy of Sciences and Humanities established an expert committee to address the ways in which parental involvement in formal education can contribute to the development of adolescents in today’s world. During the course of its work, the committee reviewed research studies, position papers, models, and policies from Israel and abroad, and met with professionals in the field, with the goal of being able to propose a frame of reference for positive relationships between schools and parents in Israel — relationships that can enhance most students’ emotional development and academic achievements. When it completed its deliberations, the committee prepared this final report, whose content and recommendations have been endorsed by all its members. This document summarizes theory along with impartial current research and includes recommendations for further thought and action. The report was subject to peer review, has been submitted to the Ministry of Education, and is accessible to the public on the initiative’s website (http://education.academy.ac.il). The reviews of the scientific literature commissioned for the committee’s work, as well as additional accompanying material, can also be found on the website.
Using Longitudinal Data as a Source of Information for Education Policy and Programs in Israel, 2017
The Initiative for Applied Education Research, with the support and encouragement of Yad Hanadiv,... more The Initiative for Applied Education Research, with the support and encouragement of Yad Hanadiv, assembled an expert team that will lead a learning process on the topic of “The Use of Data Measured over Time as a Source of Information for Education Policy and programs.” The members of the team are: Professor Leah Achdut – Ruppin Academic Center and the Van Leer Institute in Jerusalem (chairperson); Professor Michal Beller – Levinsky College of Education; Professor Orly Manor – Hebrew University of Jerusalem and Hadassah Hospital; Dr. Iris Tabak – Ben-Gurion University of the Negev; Professor Tal Zarsky – University of Haifa; Mr. Noam Zussman – Bank of Israel. Mr. Oded Busharian of the Initiative is the team coordinator. During the course of the activity, the expert team formulated a number of insights. Some were explicit outgrowths from lectures given by speakers at the learning sessions, some came from reading the research literature on the topic, and some from the team members’ familiarity with the topic and their expertise in the area. In the summary which follows, we will present these insights within the topic areas the present report addresses. It is important to mention that these insights are not based on wide-ranging research or on a comprehensive review of the scientific literature on the topic. Thus, these insights should not be viewed as recommendations unanimously endorsed by the expert team. Nonetheless, the expert team hopes that the insights will enable a more intelligent articulation of policy on these topics.
Adapting Curricula and Study Materials for the 21st Century, 2020
the noted futurist, coined the term "future shock" to describe a situation wherein "too much chan... more the noted futurist, coined the term "future shock" to describe a situation wherein "too much change in too short a period of time" results in dysfunction and disorientation in systems and individuals (Toffler, 1990). Arguably, the public education system is in many ways suffering from future shock. While society, economy, culture, science, politics, the environment, and − in particular − technology are changing rapidly, education systems find adjustment difficult. A clear discrepancy has recently emerged between the reality in which the education system must function, and its response to changes in that reality (Eisenberg and Selivansky Eden, 2019). This discrepancy is also apparent in the system's curricula. Although existing curricula are, for the most part, still relevant, they often reflect outdated ideals, conceptions, teaching methods, and insights. Curricula are updated regularly within the system, yet given the profound societal developments in Israel and worldwide, this is insufficient. What is needed today is an innovative, methodical reexamination of curricula that will provide a rational,
Inequality and Education The Relationship between Rising Economic Inequality and Educational Attainment and Achievement, 2016
Socioeconomic inequality is a given; its scope varies from country to country and from time to
ti... more Socioeconomic inequality is a given; its scope varies from country to country and from time to time. In democratic countries, increasing the prospect of social mobility for those born into low socioeconomic circumstances is considered a worthy goal. The education system is perceived to be a key policy tool for reducing disparities in opportunity. In recent years, there has been a discernible rise in income disparity and in parallel, a rising gap in educational opportunities. Understanding these mechanisms’ reciprocal influences is important for determining effective policy. The Spencer and the Russell Sage Foundations in the United States studied a range of issues within the context of inequality and education. The rich findings were assembled in a volume published in 2011, entitled Whither Opportunity: Rising Inequality, Schools and Children’s Life Chances, which suggest possible explanations for the increasing impact of economic disparity on the academic achievement gaps in the US. Inspired by the above study and with encouragement from those responsible for the US project, the aim of the Initiative activity was to delineate an evidence-based framework for policymakers to understand the relationships between socioeconomic inequality and educational opportunities and achievements in Israel and how these are distributed across the population1. Another objective was to provide information for public and professional discourse on this topic. A steering team comprised of researchers from the fields of sociology, education, economics and welfare guided the activity.
Report of the Committee on
School and Family: Teacher-Parent Relations
in a Changing Environment
... more Report of the Committee on School and Family: Teacher-Parent Relations in a Changing Environment Executive Summery Translated from the Hebrew original Editors: Zipora Shechtman and Oded Busharian July 2015
Parent-Teacher Relations in Secondary Education: Status Report and Recommendations, 2015
At the request of the Ministry of Education, the Israel Academy of Sciences and Humanities establ... more At the request of the Ministry of Education, the Israel Academy of Sciences and Humanities established an expert committee to address the ways in which parental involvement in formal education can contribute to the development of adolescents in today’s world. During the course of its work, the committee reviewed research studies, position papers, models, and policies from Israel and abroad, and met with professionals in the field, with the goal of being able to propose a frame of reference for positive relationships between schools and parents in Israel — relationships that can enhance most students’ emotional development and academic achievements. When it completed its deliberations, the committee prepared this final report, whose content and recommendations have been endorsed by all its members. This document summarizes theory along with impartial current research and includes recommendations for further thought and action. The report was subject to peer review, has been submitted to the Ministry of Education, and is accessible to the public on the initiative’s website (http://education.academy.ac.il). The reviews of the scientific literature commissioned for the committee’s work, as well as additional accompanying material, can also be found on the website.
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Papers by Oded Busharian
During the course of the activity, the expert team formulated a number of insights. Some were
explicit outgrowths from lectures given by speakers at the learning sessions, some came from
reading the research literature on the topic, and some from the team members’ familiarity with the
topic and their expertise in the area. In the summary which follows, we will present these insights
within the topic areas the present report addresses. It is important to mention that these insights are
not based on wide-ranging research or on a comprehensive review of the scientific literature on the
topic. Thus, these insights should not be viewed as recommendations unanimously endorsed by
the expert team. Nonetheless, the expert team hopes that the insights will enable a more intelligent
articulation of policy on these topics.
time. In democratic countries, increasing the prospect of social mobility for those born into low
socioeconomic circumstances is considered a worthy goal. The education system is perceived
to be a key policy tool for reducing disparities in opportunity. In recent years, there has been
a discernible rise in income disparity and in parallel, a rising gap in educational opportunities.
Understanding these mechanisms’ reciprocal influences is important for determining effective
policy.
The Spencer and the Russell Sage Foundations in the United States studied a range of issues
within the context of inequality and education. The rich findings were assembled in a volume
published in 2011, entitled Whither Opportunity: Rising Inequality, Schools and Children’s Life
Chances, which suggest possible explanations for the increasing impact of economic disparity on
the academic achievement gaps in the US.
Inspired by the above study and with encouragement from those responsible for the US project,
the aim of the Initiative activity was to delineate an evidence-based framework for policymakers
to understand the relationships between socioeconomic inequality and educational opportunities
and achievements in Israel and how these are distributed across the population1. Another objective
was to provide information for public and professional discourse on this topic. A steering team
comprised of researchers from the fields of sociology, education, economics and welfare guided
the activity.
School and Family: Teacher-Parent Relations
in a Changing Environment
Executive Summery
Translated from the Hebrew original
Editors: Zipora Shechtman and Oded Busharian
July 2015
Books by Oded Busharian
involvement in formal education can contribute to the development of adolescents in today’s world. During the course of its work, the committee reviewed research
studies, position papers, models, and policies from Israel and abroad, and met with professionals in the field, with the goal of being able to propose a frame
of reference for positive relationships between schools and parents in Israel — relationships that can enhance most students’ emotional development and academic
achievements. When it completed its deliberations, the committee prepared this final report, whose content and recommendations have been endorsed by all its members.
This document summarizes theory along with impartial current research and includes recommendations for further thought and action. The report was subject
to peer review, has been submitted to the Ministry of Education, and is accessible to the public on the initiative’s website (http://education.academy.ac.il). The
reviews of the scientific literature commissioned for the committee’s work, as well as additional accompanying material, can also be found on the website.
Thesis Chapters by Oded Busharian
During the course of the activity, the expert team formulated a number of insights. Some were
explicit outgrowths from lectures given by speakers at the learning sessions, some came from
reading the research literature on the topic, and some from the team members’ familiarity with the
topic and their expertise in the area. In the summary which follows, we will present these insights
within the topic areas the present report addresses. It is important to mention that these insights are
not based on wide-ranging research or on a comprehensive review of the scientific literature on the
topic. Thus, these insights should not be viewed as recommendations unanimously endorsed by
the expert team. Nonetheless, the expert team hopes that the insights will enable a more intelligent
articulation of policy on these topics.
time. In democratic countries, increasing the prospect of social mobility for those born into low
socioeconomic circumstances is considered a worthy goal. The education system is perceived
to be a key policy tool for reducing disparities in opportunity. In recent years, there has been
a discernible rise in income disparity and in parallel, a rising gap in educational opportunities.
Understanding these mechanisms’ reciprocal influences is important for determining effective
policy.
The Spencer and the Russell Sage Foundations in the United States studied a range of issues
within the context of inequality and education. The rich findings were assembled in a volume
published in 2011, entitled Whither Opportunity: Rising Inequality, Schools and Children’s Life
Chances, which suggest possible explanations for the increasing impact of economic disparity on
the academic achievement gaps in the US.
Inspired by the above study and with encouragement from those responsible for the US project,
the aim of the Initiative activity was to delineate an evidence-based framework for policymakers
to understand the relationships between socioeconomic inequality and educational opportunities
and achievements in Israel and how these are distributed across the population1. Another objective
was to provide information for public and professional discourse on this topic. A steering team
comprised of researchers from the fields of sociology, education, economics and welfare guided
the activity.
School and Family: Teacher-Parent Relations
in a Changing Environment
Executive Summery
Translated from the Hebrew original
Editors: Zipora Shechtman and Oded Busharian
July 2015
involvement in formal education can contribute to the development of adolescents in today’s world. During the course of its work, the committee reviewed research
studies, position papers, models, and policies from Israel and abroad, and met with professionals in the field, with the goal of being able to propose a frame
of reference for positive relationships between schools and parents in Israel — relationships that can enhance most students’ emotional development and academic
achievements. When it completed its deliberations, the committee prepared this final report, whose content and recommendations have been endorsed by all its members.
This document summarizes theory along with impartial current research and includes recommendations for further thought and action. The report was subject
to peer review, has been submitted to the Ministry of Education, and is accessible to the public on the initiative’s website (http://education.academy.ac.il). The
reviews of the scientific literature commissioned for the committee’s work, as well as additional accompanying material, can also be found on the website.