Dr. Yael Grinshtain

Rural Education

Periphery and Education

Parental Involvement

Educational Administration and Management

My current on-going research:

• Meanings and influences of experience learning and practicing by service the community among students of education and teaching in the periphery (with Prof. Dorit Alt)
• Internal migration considerations among evacuees of settlements along the border in the Israeli Northern periphery
• Bottom-up educational leadership in rural communities in the Israeli Northern periphery during the war (with Dr. Orit Degani-Dinisman)

• Academic Skills (undergraduate program)
• School and its Environment in an Era of Changes and Reforms (undergraduate program)
• Management and Leadership – Theory and Practice (undergraduate program)
• Education and Society in Israel (undergraduate program)
• Gender and Education (graduate program)
• Qualitative Methods (graduate program)

1.  M.A  and Ph.D. Dissertation

1. 1. 2008: M.A.: Responsibility and accountability: How female elementary-school principals at different levels of school-based-management perceive their spheres of authority and responsibility, their affinity to an accountability system, and their coping patterns [Hebrew]. Tel-Aviv University. Supervisor: Prof. Dan Gibton. 
   2. 2015: Ph.D.: Forms of capital and teachers' formal and informal status in schools: A comparison of female and male teachers in Arab and Jewish education [Hebrew]. Tel-Aviv University. Supervisor:  Prof. Audrey Addi-Raccah.

2. Articles in Refereed Journals

Published

* with an asterisk marking publications since the last promotion ** indicates graduate student co-author

1. *Grinshtain, Y. (2023). Dualities of place among rural and urban periphery homegrown adults in Israel. Rural Sociology, 88(4), 1218-1241.https://doi.org/10.1111/ruso.12516 (Q1; Impact Factor: 2.3; ranked 58/216 in Sociology).

2. *Grinshtain, Y., & Salman, H. (2023). Intensive training programme for pre-service teachers: An intersectionality perspective of an Israeli rural Druse school.  Journal for Educators, Teachers and Trainers, 14(6). https://doi.org/10.47750/jett.2023.14.06.005  (Q3; Impact Factor 1.1; ranked 443/759 in Education & Educational Research).

3.  *Grinshtain, Y., Zibenberg, A., & Addi-Raccah, A. (2023). Forms of capital among Arab and Jewish K-12 teachers: Development of 'Capital Scale'. International Journal of Research in Education and Science (IJRES), 9(3), 660-679. https://doi.org/10.46328/ijres.3183  (Q3).

4. *Avidov-Ungar. O., Grinshtain, Y., Livneh, I., Shaked, H., & Nikritin, D. (2023). A comparative view of diverse models of field academia partnerships in teacher education programs: Perspectives of agents from the academia and the field. Dapim, 80, 81-103  [Hebrew]
5. *Grinshtain, Y., & Harpaz, G. (2023). Factors that shape Helping relations between parents and teachers: The case of Israeli Arab and Jewish parents. School Community Journal, 33(1), 165-190. Available at http://www.schoolcommunitynetwork.org/SCJ.aspx

6. *Grinshtain, Y., Harpaz, G., & Yaffe, Y. (2023). Parental Help-Giving Orientations Scale (PHGOs) in children’s learning: Construction and validation. Education Sciences, 13, 363. https://doi.org/10.3390/educsci13040363 (Q1; Impact Factor 3.0; ranked 114/759 in Education & Educational Research).

7. *Grinshtain, Y., **Ben-Zaken, S., & **Dahan, N. (2023). "A door closes and a door opens" - shaping the activities of social and community centers during the Covid-19 crisis: Two case studies in Israel's Northern periphery.  Dapim, 79, 115- 136 [Hebrew].

8. *Grinshtain, Y., Avidov-Unger, O., & Barenboim, E. (2023). Job satisfaction and professional development among teachers working under top-down reforms. Teacher Development. (Q2; Impact Factor 1.2; ranked 439/759 in Education & Educational Research; Cited by 3). https://doi.org/10.1080/13664530.2023.2169748

9. *Berkovich, I., & Grinshtain, Y. (2023). A review of rigor and ethics in qualitative educational administration, management, and leadership research articles published in 1999-2018. Leadership and Policy in Schools, 22(3), 549-564. https://doi.org/10.1080/15700763.2021.1931349 (Q2; Impact Factor 1.1; ranked 380/759 in Education & Educational Research; Cited by 11).

10. *Grinshtain, Y., Harpaz, G., & Yaffe, Y. (2022). Help giving orientations of parents to their children in homework and learning in the home arena: Developing measurement instrument and its initial validation through mixed methods research. Education Time [Hebrew].

11. *Grinshtain, Y. (2022). Teachers' internal migration to a rural region: Considerations and challenges. Teaching and Teacher Education, 119 https://doi.org/10.1016/j.tate.2022.103854 (Q1; Impact Factor 3.9; ranked 49/269 in Education & Educational Research; cited by 1).

12. *Sasson, I., Grinshtain, Y., Ayali, T., & Yehuda, I. (2022). Leading the school change: The relationships between organizational, personal, and pedagogical aspects. International Journal of Leadership in Education https://doi.org/10.1080/13603124.2022.2068187 (Q1; Impact Factor 2.8; ranked 218/759 in Education & Educational Research; Cited by 3).

13. Grinshtain, Y. (2022). “The way it looks from here ...": The teaching experience of teachers who relocated from the center of Israel to its northern periphery. Social issues in Israel [Hebrew].

14. Berkovich, I., & Grinshtain, Y. (2022). Typology of “tough love” leadership in urban schools facing challenging circumstances. Urban Education, 57(1), 108–134. https://doi.org/10.1177/0042085918801883 (Q1; Impact Factor 2.3; ranked 140/269 in Education & Educational Research; Cited by 9).

15. **Weisberger, M., Grinshtain, Y., & Blau, I. (2021) Change processes in teaching and motherhood as shaping the social roles of teachers who are mothers. Education Time.  [Hebrew].

16. Grinshtain, Y., & Harpaz, G. (2021) 'Whose homework is it?' Different Types of Parents' Dependent Help-Giving in Homework. Elementary School Journal, 122(2). https://doi.org/10.1086/716639  (Q2; Impact Factor 1.7; ranked 196/297 in Education & Educational Research; Cited by 4).

17. Harpaz, G., Grinshtain, Y., & Yaffe, Y. (2021). Parental Self-Efficacy Predicted by Parents’ Subjective Well-being and Their Parenting Styles with Possible Role of Help-Seeking Orientation from Teachers. The Journal of Psychology: Interdisciplinary and Applied. https://doi.org/10.1080/00223980.2021.1926896  (Q1; Cited by 16).

18. Goldberg, A., Grinshtain, Y., & Amichai-Hamburger, Y. (2021). Caregiving strategies, parental practices, and the use of Facebook groups among Israeli mothers of adolescents. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 15(3), Article 9. https://doi.org/10.5817/CP2021-3-9  (Q2; Impact Factor 2.9; ranked 38/96 in Communication; Cited by 3).

19. Addi-Raccah, A., & Grinshtain, Y. (2021). Teachers’ professionalism and relations with parents: teachers’ and parents’ views. Research Papers in Education, 37, 1142 - 1164. https://doi.org/10.1080/02671522.2021.1931949  (Q1; Impact Factor 2.7; ranked 113/269 in Education & Educational Research; Cited by 15).

20. **Weisberger, M., Grinshtain, Y., & Blau, I. (2021). How do Technological Changes in Formal Education Shape the Social Roles of Teachers Who Are Mothers?  Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103344 (Q1; Impact Factor 3.9; ranked 49/759 in Education & Educational Research; Cited by 28).

21. Harpaz, G., & Grinshtain, Y. (2020). Parent–Teacher Relations, Parental Self-Efficacy, and Parents’ Help-Seeking from Teachers about Children’s Learning and Socio-Emotional Problems. Education and Urban Society, 52(9), 1397–1416. https://doi.org/10.1177/0013124520915597. (Q1; Impact Factor 1.2; ranked 232/269 in Education & Educational Research; Cited by 31).

22. Grinshtain, Y., & Addi-Raccah, A. (2020). Domains of decision-making and forms of capital among men and women teachers. International Journal of Educational Management, 34(6), 1021-1034.  https://doi.org/10.1108/IJEM-03-2019-0108 (Q2; Impact Factor 2.4; ranked 271/401 in Management; Cited by 7).

23. **Zilka, A., Grinshtain, Y., Bogler, R. (2019). Fixed or Growth: Teacher Perceptions of Factors that Shape Mindset. Professional Development in Education. https://doi.org/10.1080/19415257.2019.1689524. (Q1; Impact Factor 2.1; ranked 158/269 in Education & Educational Research; Cited by 21).

24. Grinshtain, Y., & Addi-Raccah, A. (2019). Forms of Capital and their Contribution to Levels of Participation in Decision-making at School. Studies in educational Administration & Organization, Haifa University [Hebrew].

25. Addi-Raccah. A., & Grinshtain, Y. (2018). Teachers' capital in view of intensive parental involvement in school: The case of teachers in high socio-economic status schools in Israel. Research Papers in Education, 35(5), 599-619. https://doi.org/10.1080/02671522.2017.1329339 (Q1; Impact Factor 2.7; ranked 113/269 in Education & Educational Research; Cited by 19).

26. Grinshtain, Y., & Gibton, D. (2018). Responsibility, authority, and accountability in school-based and non-school-based management: Principals’ coping strategies". Journal of Educational Administration, 56(1), 2-17.  https://doi.org/10.1108/JEA-01-2017-0005 (Q1; Impact Factor 1.6; ranked 205/269 in Education & Educational Research; Cited by 44).

27. Addi-Raccah, A., & Grinshtain, Y. (2017). Forms of Capital and Teachers’ Views of Collaboration and Threat Relations with Parents in Israeli Schools. Education and Urban Society, 49(6), 616–640. https://doi.org/10.1177/0013124516644052   (Q1; Impact Factor 1.2; ranked 232/269 in Education & Educational Research; Cited by 18).

28. Addi-Raccah, A., & Grinshtain, Y. (2016). Teachers' capital and relations with parents: A comparison between Jewish and Arab teachers in Israel. Teaching and Teacher Education, 60, 44-53. https://doi.org/10.1016/j.tate.2016.08.004 (Q1; Impact Factor 3.9; ranked 49/759 in Education & Educational Research; Cited by 24).

29. Grinshtain, Y., & Gibton, D. (2011). Divides between authority, responsibility, and their impact on the accountability system in the school-based management model. Studies in Educational Administration & Organization, Haifa University, 32, 13-49 [Hebrew].

Accepted for Publication

30. *Miedijensky, S., Grinshtain, Y. (Accepted). Environmental frameworks for the gifted in the periphery and center regions in Israel: Parents' and teachers' perceptions. Gifted Child Today. (Q2).
31. * **Shams, D., Grinshtain, Y., & Dror. Y. (Accepted). Motives for choosing higher education at academic institutions in two countries - Syria and Israel: The perspectives of Druze from the Golan Heights. Social issues in Israel [Hebrew].
32. *Grinshtain, Y., Avidov-Ungar. O., Shaked, H., Livneh, I., & Nikritin, D. (Accepted). 'Not fully coordinated': The loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes. Journal of Education for Teaching, 50(5) (Q1; Impact Factor 4.0; ranked 46/269 in Education & Education Research).
33. *Grinshtain, Y., & M Miedijensky, S. (Accepted). Gifted students in the northern and central regions of Israel: Available resources and supportive frameworks. Education Time [Hebrew].
34. *Yaffe, Y., Grinshtain, Y., & Harpaz, G.  (Accepted). Maternal and paternal overparenting in parents of elementary school age children: The direct association with positive parent-child relations and the indirect associations with parental self-efficacy and psychological well-being. Journal of Child and Family Studies (Q2; Impact Factor 2.1; ranked 26/46 in Family Studies).
35. *Grinshtain, Y., M Miedijensky, S. (Accepted). Available and desirable resources for gifted children in Israel’s rural and central regions: Parents and educators' perspectives. Journal for the Education of the Gifted (Q2; Impact Factor 1.3; ranked 47/62 Education, Special).

E.  Articles or Chapters in Scientific Books

Published

1. * **Weisberger, M., Grinshtain, Y., & Blau, I. (2021). Technological Changes in the Teaching Profession as Shaping the Social Roles of Mothers-Teachers. In: Blau, I., Caspi, a., Eshet-Alkalai, Y., Geri, N., Kalman, Y., & Lauterman, T. (Ed.). Learning in the Digital Era Proceedings of the 16th Chais Conference for the Study of Innovation and Learning Technologies (pp. 42-52). The Open University of Israel. https://www.openu.ac.il/Lists/MediaServer_Documents/entrepreneurship/chais2021.pdf
2. Grinshtain, Y., & Addi-Raccah, A. (2016). Distributed Leadership and Teachers' Participation in Decision-Making. In: Mandel-Levi, N. & Bozo—Scwartz, M. (Eds.). Learning School – Practical Knowledge about Instructional Leadership (pp. 98-106). Avney Rosha - The Israeli Institute for School Leadership. [Hebrew].
3. Addi-Raccah, A., & Grinshtain, Y. (2016). Parent-Teacher Relations at School: Forms of Capital as a Framework of Parents' Involvement in School. A Report Submitted to the Head Scientist at the Israel's Ministry of Education [Hebrew].
4. Addi-Raccah, A., Grinshtain, Y., & Bahak. C. (2016).  Trends in Residential Segregation/Integration Based on Students Socioeconomic Status. In: O. Bucharian. (Ed.). Inequality and Education - The Relationship between Rising Economic Inequality and Educational Attainment and Achievements (pp. 16-20). The Initiative for Applied Education Research. The Israel Academy of sciences and Humanities.

K. Submitted Publications

Articles in Refereed Journals

1. Shaked, H., Nikritin, D., Avidov-Ungar. O., Livneh, I., & Grinshtain, Y.  (Revise and resubmit). The goals of pre-service teachers’ school-based experience as perceived by Israeli pedagogical teacher educators. Teaching Education (Q2; 5 Year Impact Factor 1.9) (25 pages).
2. Grinshtain, Y., Miedijensky, S., & Zibenberg, A. (Revise and resubmit). Environmental and educational systems for gifted students: Rural and central contexts. Rural Special Education Quarterly (Q2; Impact Factor 1.5; ranked 40/62 Education, Special) (32 pages).
3. Sasson, I., Grinshtain, Y., & **Okavi, N.  (Revise and resubmit). Parental engagement in distance learning: The relationship to forms of capital, pedagogical aspects, and family characteristics. Parenting (Q2; Impact Factor 202; ranked 22/46 in Family Studies) (24 pages).
4. Harpaz, G., Grinshtain, Y., & Yaffe, Y. (Revise and resubmit). “Who’s the student at home”: Parental help-giving orientation in learning at home predicted by a parent’s personal characteristics. Education Sciences (Q1; Impact Factor 3.0; ranked 114/759 in Education) (22 pages).
5. **Shams, D., Grinshtain, Y., & Dror. Y. (Revise and resubmit). "You don't have to be educated to help your child": Parental involvement among first generation of higher education Druze students in Israel. Higher Education Quarterly (Q1; Impact Factor 2.2; ranked 180/759 in Education & Educational Research) (26 pages).
6. *Grinshtain, Y., **Smooha, D., & Barkay, T.  (Revise and Resubmit). "I came for fun. I stayed to contribute": A case study of expressive instrumentalism in a non-formal educational setting in the geographic and social periphery. Mifgash. [Hebrew].
7. Grinshtain, Y., Avidov-Ungar. O., & Livneh, I., Shaked, H., & Nikritin, D.  (Revise and resubmit). From traditional to clinical approach toward continuing professional development: Academia - field partnership in teacher education. European Journal of Education (Q1; Impact Factor 2.4; ranked 131/269 in Education & Educational Research)   (26 pages).
8. **Azaria-Vetzer, O., Grinshtain, Y., Dror, Y. (Under review). Training new teachers to cope with parental involvement from the perspectives of new teachers and mentor teachers. Dapim [Hebrew] (28 pages).
9. **Weisberger, M., Grinshtain, Y., & Blau, I. (Submitted). The family-work conflict among teachers mothers at an era of changes and reforms in the teaching profession. International Journal of Educational Research (Parenting (Q2; Impact Factor 202; ranked 22/46 in Family Studies) (24 pages).) (26 pages).
10. Grinshtain, Y., & Zibenberg, A. (Submitted). Teachers' accountability and person-environment fit: Rural and center contexts. Educational Research for Policy and Practice (Q2; Impact Factor 1.8; ranked 310/759 in Education & Educational Research) (22 pages).
11. Zibenberg, A., Grinshtain, Y. (Submitted). Parent-teacher relations, political skills and affective commitment: Perceptions of k-12 teachers. Teachers and Teaching (Q1; Impact Factor 2.7; ranked 113/269 in Education & Educational Research) (21 pages)

International Conferences