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Using Facebook for policy-oriented protest: Usage patterns, life experiences, and their relationship

Book chapter
Amit Avigur-Eshel, Izhak Berkovich
Public policy in the digital age of information

Publication in Hebrew

The multitude of faces of empathy in teaching: Conceptualizations and findings

Book chapter
Izhak Berkovich
Empathy in conflict: Society, culture and education

Publication in Hebrew

School leadership, followers’ emotional experience, and self-regulation: Applying the ACT approach to educational management

Book chapter
Ori Eyal, Izhak Berkovich
Emotions in learning, teaching, and leadership: Asian perspectives

In this conceptual chapter, we discuss the ways in which school principals can address teachers’ experiences in order to advance the realization of their work values. We frame the leader-staff relationship using the psychological Acceptance and Commitment Therapy (ACT) approach. ACT is a recent mindfulness-based psychotherapy approach from the third wave of behavior therapy, with clear parallels to Buddhist concepts and practices. The overarching goal of ACT is to help subjects live a full and meaningful life. This goal is achieved by helping subjects to accept inevitable discomfort and pain, and to pursue committed action toward living a life that accords with their values. Given that school leadership is focused on attaining goals, and that feelings motivate action, we suggest that interventions based on ACT can promote more effective relationships between educational leaders and followers.

Out of context? The impact of contextual factors on educational reforms

Book chapter
Izhak Berkovich, Ronit Bogler
Education as a complex system

Publication in Hebrew

Feelings, moods, and emotion in schools: Affective perspectives

Book chapter
Izhak Berkovich, Ori Eyal
SAGE handbook of school organization

Abstract

Emotions, moods, and other affective concepts are an integral part of all human and social experiences. Despite so, for most of the 20st century, emotions were considered to be irrational and illegitimate and only in recent decades, researchers started to explore emotional experiences. The first two decades of the 21st century mark a new era in the exploration of emotions is schools, having produced novel insights. In this chapter, we aim to present some of the established and of the emerging theories and concepts in the 21st century that are relevant to understanding emotions with regard to leadership, work, and learning taking place in schools. Specifically, we wish to do so by addressing different images that people use when thinking about organizations. In our opinion, these fundamental metaphors are the ones that shape how we think about emotions in organizations and in schools.