Faculty Profiles

Arar, K., & Karadas, H. (2026). School-family collaboration in practice: teachers’ voices on challenges and solutions. Educational Research and Evaluation.

Arar, K., Guajardo, M., Martinez, M. A., & Straubhaar, R. J. (Eds.). (2026). Transformative Praxis through Doctoral Educational Leadership Programs: A Blueprint for Fostering Resilient, Future-ready Leaders. Routledge.

Arar, K., Straubhaar, R. J., Martinez, M. A., Guajardo, M., Vigil, I. A. M., & Bryant, D. (2026). A global landscape of educational management and leadership in action (EMLA). In Transformative Praxis through Doctoral Educational Leadership Programs: A Blueprint for Fostering Resilient, Future-ready Leaders. Routledge.

Guo-Brennan, L., Guajardo, M., Arar, K., & Guo-Brennan, M. (Eds.). (2026). Global Leadership for Equity and Inclusion in Education: Geopolitical Issues, Diverse Perspectives, and Critical Praxis. Routledge.

Arar, K., Guajardo, M., Bryant, D., & Vigil, I. (2026). The genealogy of the School Improvement Doctoral Program since inception: Knowledge production and impact. In Transformative praxis through doctoral educational leadership programs: A blueprint for fostering resilient, future-ready leaders. Routledge.

Arar, K. (2026). Leading Change: College-School Collaboration to Assimilate New Administrative Software for an Arab High School in Israel. Planning and Changing, 47(3/4), 210–227.

Guo-Brennan, M., Guo-Brennan, L., Guajardo, M., & Arar, K. (Eds.). (2026). Global Public Leadership for an Inclusive and Innovative Future Issues, Models, and Strategies in the Era of Globalization 4.1. Routledge.

Joseph, S., Arar, K., Karaburk, H., & Elbedour, S. (n.d.). Using Ecological Systems Theory to Examine the Underrepresentation of Black Women in STEM. Journal of Negro Education.

Polat, G., Ozen, H., & Arar, K. (n.d.). Micropolitics of Social Justice in Schools: A Qualitative Case Study from Türkiye. Educational Management Administration & Leadership.

Saiti, A., & Arar, K. (n.d.). Digital Ecology and Educational Leadership: Why Technology needs Leadership more than ever to build Vision, Capacity, and Citizenship. Management in Education.

Arar, K., Ozen, H., Polat, G., & Turan, S. (2026). Reimagining Educational Governance Through Blockchain: Decentralized Trust and Transparency in a Hybrid Analysis. Education Sciences. Education Sciences, 16(4), 532.

Abo-Zaed Arar, E., Arar, K., & Crawford, E. (2026). Emergent Bilingual Newcomers: Fostering Culturally Responsive Welcoming Practices and Integration into School and Community. Social Sciences, 15(3).

Arar, K., Turan, S., Atmac, T., & Kesem, E. (2026). From hierarchies to communities: the power of a unique school culture in defining teacher collaboration in a private school. Journal of Educational Change, 1–24.

Arar, K., Ozen, H., Basaran, O., & Turan, S. (2026). Educational leadership and social justice: a hybrid systematic review. Journal of Education Administration and History.

Arar, K., Miguel, & Vigil, I. (2026). Exploring the Impact of Educational Leadership Doctoral Studies on Alumni Growth, Community Engagement, and Systemic Influence. Journal of Research on Educational Leadership.

Arar, K., Ozen, H., Polat, G., & Turan, S. (2025). Artificial intelligence, generative artificial intelligence and research integrity: a hybrid systemic review. Smart Learning Environments, 12(1), 44–62.

Joseph, S., Arar Abo Zaed, E., Schunka, L., Karaburk, H., & Arar, K. (2025). Superintendent Leadership for Teacher Retention: Combating Burnout in Teachers of Color and Fostering Well-Being Through a Social Justice Lens. Power and Education. https://doi.org/https://doi.org/10.1177/17577438251338540

Arar, K., Guajardo, M., Saiti, A., & Abo-Zaed Arar, E. (2025). Relational assurance in higher education in the knowledge technology era: The case of postgraduate program of educational leadership. Power and Education, 17(1), 1–19. https://doi.org/https://doi.org/10.1177/17577438231218376

Degaitas, G., Saiti, A., Anysiadou, M., & Arar, K. (2025). Ethical Leadership Inclusion in Special Education through Experimental Analysis. In Global Leadership for Equity and Inclusion in Education: Geopolitical Issues, Diverse Perspectives, and Critical Praxis (pp. 109–122). Routledge. https://doi.org/10.4324/9781003611189-9

Arar, K., Turan, S., Elmeski, M., & İşcan, S. (2025). Educational Policy, Reforms, and Change in the Middle East and North Africa: Takeaways and Prospects. In Educational Policy, Reforms, and Change in the Middle East and North Africa (pp. 291–296). Routledge. https://doi.org/https://doi.org/10.4324/9781003599432-19

Arar, K., Turan, S., Elmeski, M., & İşcan, S. (Eds.). (2025). Educational Policy, Reforms, and Change in the Middle East and North Africa: Towards Social Justice, Equity, and Political Inclusion. Routledge. https://doi.org/https://doi.org/10.4324/9781003599432

Arar, K., Turan, S., Elmeski, M., & İşcan, S. (2025). Educational Policy, Reforms, and Change in the Middle East and North Africa/Editorial Introduction. In Educational Policy, Reforms, and Change in the Middle East and North Africa (pp. 1–16). Routledge. https://doi.org/https://doi.org/10.4324/9781003599432-1

Arar, K., Salha, S. H., & Tlili, A. (2025). Educational Policies in Wars, Conflict, and Emergencies. In Educational Policy, Reforms, and Change in the Middle East and North Africa (pp. 212–231). Routledge. https://doi.org/https://doi.org/10.4324/9781003599432-14

Kyrou, F., Saiti, A., Arar, K., & Anysiadou, M. (2025). Investigating the value of crisis management in a Greek school environment using experimental and econometrical analysis. Power and Education. https://doi.org/https://doi.org/10.1177/17577438251380656

Guo-Brennan, L., Guo-Brennan, M., Guajardo, M., & Arar, K. (2025). Global Competence Framework for Sustainability Leadership. In Global Leadership for a Sustainable Future: Issues and Solutions in Public and Non-Profit Organizations (pp. 225–233). Emerald. https://doi.org/https://doi.org/10.1108/978-1-83662-646-620251028

Arar, K., Tlili, A., Schunka, L., Salha, S., & Saiti, A. (2025). Reimagining Educational Leadership and Management Through Artificial Intelligence: An Integrative Systematic Review. Leadership and Policy in Schools, 24(1), 4–26. https://doi.org/https://doi.org/10.1080/15700763.2025.2451982

Arar, K., Karadaş, H., & Culha, A. (2025). Exploring the sources of success for refugee students with high academic performance: experiences at two high schools in Southeast Turkey. Journal of Educational Administration and History, 1–17. https://doi.org/https://doi.org/10.1080/00220620.2025.2505140

Tlili, A., Bond, M., Bozkurt, A., Arar, K., Chiu, T. K., & Rospigliosi, P. (2025). Academic integrity in the generative AI (GenAI) era: a collective editorial response. Interactive Learning Environments, 33(3), 1819–1822. https://doi.org/https://doi.org/10.1080/10494820.2025.2471198

Arar, K., Arar Abo Zaed, E., & Salha, S. (2025). Unmasking Labeled Social In/Justice Rhetoric: Evidence from Palestinian Scholars. In Second International Handbook of Educational Leadership and Social (In) Justice: Critical Perspectives (pp. 1–18). Springer. https://doi.org/https://doi.org/10.1007/978-3-031-56275-4_191-1

Arar, K., Karadaş, H., Arar Abo Zaed, E., & Yılmaz, İ. H. (2025). Empowering Teachers as Global Leaders in Educating Migrant Students. In Global Leadership for Equity and Inclusion in Education: Geopolitical Issues, Diverse Perspectives, and Critical Praxis (pp. 35–51). Routledge. https://doi.org/https://doi.org/10.4324/9781003611189

Arar, K., Özen, H., Aslan, G., & Arar Abo Zaed, E. (2025). Between aspirations and policies: how families, schools, and the state define Generation Z’s pathways in Türkiye. International Studies in Sociology of Education. https://doi.org/https://doi.org/10.1080/09620214.2025.2531832

Guo-Brennan, L., Guajardo, M., Guo-Brennan, M., Arar, K., & Rosser-Mims, D. (Eds.). (2025). Global Leadership for a Sustainable Future: Issues and Solutions in Public and Non-Profit Organizations. Emerald.

Arar, K., Crawford, E., Örücü, D., & Bogotch, I. (Eds.). (2025). Education, Immigration and Migration: Revisiting and Re-Imagining Policy, Leadership and Praxis for a Changing World. Emerald.

Guo-Brennan, L., Guajardo, M., Arar, K., & Guo-Brennan, M. (2025). Introduction: Global leadership for Equity and Inclusion in Education. In Global Leadership for Equity and Inclusion in Education: Geopolitical Issues, Diverse Perspectives, and Critical Praxis (pp. 1–14). Routledge.

Arar, K., Örücü, D., & Küçükçayır, G. A. (2025). Educational Policy and Leadership for Syrians Under Temporary Protection: A Summary of Turkish Experience. In Education, Immigration and Migration: Revisiting and Re-Imagining Policy, Leadership and Praxis for a Changing World (pp. 163–177). Emerald. https://doi.org/https://doi.org/10.1108/978-1-83608-230-920252010

Arar, K., & Orucu, D. (2025). The research on educational leadership for refugees since 2009: an international systemic review of empirical evidence. International Journal of Leadership in Education, 28(6), 1233–1269. https://doi.org/https://doi.org/10.1080/13603124.2022.2068190

Arar, K., Straubhaar, R. J., Guajardo, M., & Martinez, M. A. (2025). Beyond the case study: Leadership education in a changing world — Connecting micro context to the macro world. In Transformative Praxis through Doctoral Educational Leadership Programs: A Blueprint for Fostering Resilient, Future-ready Leaders. Routledge.

Arar, K., Bogotch, I., Mifsud, D., & Guajardo, M. (2025). Embracing Indigenous ethics as collective voices and participation: new beginnings for educational leadership. Journal of Educational Administration and History, 57(4), 345–362. https://doi.org/10.1080/00220620.2025.2564855

Arar, K., Mifsud, D., & Bogotch, I. (2025). Special issue introduction: decolonizing educational leadership: endogenous epistemologies and truth-telling praxis. Journal of Educational Administration and History, 57(4), 339–344. https://doi.org/https://doi.org/10.1080/00220620.2025.2565840

Guo-Brennan, L., Guajardo, M., Arar, K., & Guo-Brennan, M. (2025). Introduction: Global Leadership for a Sustainable Future. In Global Leadership for a Sustainable Future: Issues and Solutions in Public and Non-Profit Organizations (pp. 1–9). Emerald. https://doi.org/https://doi.org/10.1108/978-1-83662-646-620251003

Rahal, A., & Arar, K. (2025). The Epistemology and Ontology of School Counselling in a Colonial Ethnocentric Education System. JORMA International Journal of Health and Social Sciences, 3(5), 25–34. https://doi.org/10.64074/0s3d7r64

Chaaban, Y., Badwan, K., & Arar, K. (2025). Educational leadership for social justice: A systematic review of empirical evidence. Review of Education, 13(2). https://doi.org/https://doi.org/10.1002/rev3.70077

Altunay, E., Öğretmen, T., & Arar, K. (2025). Co‐creation of optimising school components with change leadership and school improvement: Mixed‐methods research. Review of Education, 13(1). https://doi.org/https://doi.org/10.1002/rev3.70047

Arar, K., Bellibaş, M. Ş., Örücü, D., & Vigil, I. (2025). A Systematic Review of Articles in the Leadership and Policy in Schools Journal Published Between 2010 and 2024: Future Directions for the Journal and the Field. Leadership and Policy in Schools, 1–23. https://doi.org/https://doi.org/10.1080/15700763.2024.2445104

Arar, K., & Mifsud, D. (2024). The where, who, and what of poverty in schools: Re-framing the concept from a leadership perspective. Power and Education, 16(3), 328–342. https://doi.org/https://doi.org/10.1177/17577438231218377

Arar, K., Bogotch, I., De La Rosa, Y., Fong, C. J., Guajardo, M., & Mifsud, D. (2024). Decolonizing Research Methods. In Decolonizing Educational Knowledge: International Perspectives and Contestations (pp. 9–38). Springer. https://doi.org/https://doi.org/10.1007/978-3-031-55688-3_2

Salha, S., Tlili, A., Shehata, B., Zhang, X., Endris, A., Arar, K., … Jemni, M. (2024). How to Maintain Education During Wars? An Integrative Approach to Ensure the Right to Education. Open Praxis, 16(2), 160–179. https://doi.org/https://doi.org/10.55982/openpraxis.16.2.668

Arar, K., Tlili, A., & Salha, S. (2024). Human-Machine symbiosis in educational leadership in the era of artificial intelligence (AI): Where are we heading? Educational Management Administration & Leadership. https://doi.org/https://doi.org/10.1177/17411432241292295

Arar, K., Brion, C., Arar Abo Zaed, E., & Saiti, A. (2024). Culturally proficient leadership: Equipping educators to better serve refugee students during a crisis. Equity in Education and Society. https://doi.org/27526461241227970.

Arar, K. (2024). Understanding social justice discourse in a school facing challenging circumstances: a case study. International Journal of Leadership in Education, 27(6), 1515–1535. https://doi.org/https://doi.org/10.1080/13603124.2021.1980912

Arar, K., & Örücü, D. (2024). Post-migration ecology in educational leadership and policy for social justice: Welcoming refugee students in two distinct national contexts. Educational Management Administration & Leadership, 52(6), 1410–1433. https://doi.org/https://doi.org/10.1177/17411432221136404

Arar, K., Zohri, A.-A., Zohri, A.-A., Alhouti, I., Chaaban, Y., Sawalhi, R., & Salha, S. (2024). A critical analysis of education policy in turbulent times: A comparative study. Power and Education, 16(2), 117–138. https://doi.org/https://doi.org/10.1177/17577438231168965

Crawford, E. R., Mann, B., & Arar, K. (2024). New Country, New School: Recognizing and Supporting Afghan Families’ Cultural and Religious Practices in U.S. Schools. Journal of Cases in Educational Leadership, 27(2), 114–126. https://doi.org/https://doi.org/10.1177/15554589241228351

Arar, K., Örücü, D., & Gümüş, S. (2024). Educational leadership and policy studies in refugee education: a systematic review of existing research. Educational Review, 76(4), 1032–1056. https://doi.org/https://doi.org/10.1080/00131911.2022.2066632

Savvopoulos, D., Saiti, A., & Arar, K. (2024). The role of the school head in inclusion and culturally responsive leadership. Journal of Educational Administration and History, 56(2), 107–131. https://doi.org/https://doi.org/10.1080/00220620.2022.2122419

Arar, K., Guajardo, M., & Bogotch, I. (2023). The “Beyond” Spaces of Social Justice Leadership. In Handbook of Leadership in Education (pp. 190–204). Edward Elgar Publishing Ltd. https://doi.org/https://doi.org/10.4337/9781800880429.00021

Arar, K., Saiti, & Guajardo, M. A. (2023). Redesigning and recomputing the future of education: The role of technology, the learning process, personality traits, and diversity in learning systems. Power and Education, 15(2), 243–258. https://doi.org/https://doi.org/10.1177/17577438221117346

Arar, K., Sawalhi, R., Blaik, R., Hollweck, T., & Brion, B. (2023). Women in Educational Leadership and Community Building: Voices from Across the Globe. Routledge.

Arar, K. (2023). Egitimde Liderlik, Model, Teori ve Uygulama. Bursa, Turkey: ASOS.

Selami, A., Arar, K., & Sawalhi, R. (2023). Higher Education and Scientific Research in the Arabian Gulf States: Opportunities, Aspirations and Challenges. Routledge.

Arar, K., Sawalhi, R., Decuir, A., & Amatuallah, T. (Eds.). (2023). Islamic-based Educational Leadership, Administration and Management: Challenging Expectations Through Global Critical Insights. Routledge. https://doi.org/https://doi.org/10.4324/9781003360070

Arar, K., & Haj Yehia, K. (2023). Ahmad Al-Shuqairi: From a societal influencer to an Islamic educator and inspirer of Sharia in practice. In Great Muslim Leaders: Lessons for Education (pp. 233–250). United States: Emerald. https://doi.org/https://doi.org/10.1108/979-8-88730-183-920251023

Kekto, T., & Arar, K. (2023). Enhancing Values of Dignity, Democracy, and Diversity in Higher Education: Comparative Insights for Challenging Times (pp. x-xxix). Routledge.

Arar, K., Sawalhi, R., DeCuir, A., & Amatullah, T. (2023). Introduction. In Islamic-Based Educational Leadership, Administration and Management (pp. 1–12). Routledge.

Salha, S., Taysum, A., & Arar, K. (2023). Palestinian Occupied Territory:  Scoping efficient and effective investment in high-quality education and training. Journal of Growndwork Cases and Faculty Judgement, 189–208.

Arar, K., Turan, S., Gümüş, S., Sellami, A., & Mahfouz, J. (2023). Revisiting and Reimagining Educational Leadership and Administration in the Middle East and North Africa. In Demystifying Educational Leadership and Administration in the Middle East and North Africa (pp. 233–236). Routledge. https://doi.org/https://doi.org/10.4324/9781003334835-13

Arar, K., & Sawalhi, R. (2023). A call to re-explore Islamic-based educational leadership through new lenses. In Islamic-Based Educational Leadership, Administration and Management (pp. 15–34). Routledge. https://doi.org/https://doi.org/10.4324/9781003360070-3

Arar, K., Turan, S., Gümüş, S., Sellami, A., & Mahfouz, J. (2023). Introduction to Demystifying Educational Leadership and Administration in the Middle East and North Africa/Editorial Introduction. In Demystifying Educational Leadership and Administration in the Middle East and North Africa: Challenges and Prospects (pp. 1–11). Routledge.

Arar, K., & Saiti, A. (2023). Revisiting and Reimagining Schools for Shared Life and Peace in a Conflict-Ridden Region: A Deweyan Lens. In Dewey, Education, and the Mediterranean: Themes, Trails, and Traces (pp. 104–121). Brill.

Sellami, A., Arar, K., & Sawalhi, R. (2023). Higher Education and Scientific Research in the Arabian Gulf States: Opportunities, Aspirations, and Challenges. Routledge. https://doi.org/https://doi.org/10.4324/9781003222750

Joseph, S., Arar, K., Karaburk, H., & Elbedour, S. (2023). Superintendents as social justice advocates for African American female students in STEM. International Journal of Leadership in Education, 1–19. https://doi.org/https://doi.org/10.1080/13603124.2023.2261403

Arar, K., Turan, S., Gümüş, S., Sellami, A., & Mahfouz, J. (Eds.). (2023). Demystifying Educational Leadership and Administration in the Middle East and North Africa. Routledge. https://doi.org/https://doi.org/10.4324/9781003334835

Arar, K., Sawalhi, R., DeCuir, A., & Amatullah, T. (2023). Concluding remarks. In Islamic-Based Educational Leadership, Administration and Management (pp. 265–276). Routledge. https://doi.org/https://doi.org/10.4324/9781003360070-19

Arar, K., Kondakci, Y., Streitwieser, B., & Saiti, A. (2022). Higher Education in the Era of Migration, Displacement and Internationalization. Routledge. https://doi.org/https://doi.org/10.4324/9780429345180

Arar, K., Örücü, D., & Mahfouz, J. (2022). Social in/justice and double marginality in educational leadership: Trajectories of three female school principals from the Middle East. In Bloomsbury Handbook in Gender Educational Leadership and Management (pp. 79–89). Bloomsbury.

Ketko, T., Bor, H., & Arar, K. (Eds.). (2022). Enhancing Values of Dignity, Democracy, and Diversity in Higher Education: Comparative Insights for Challenging Times. Routledge. https://doi.org/https://doi.org/10.4324/9781003246732

Arar, K., Örücü, D., & Mahfouz, J. (2022). Social In/justice and Double Marginality in Educational Leadership. In The Bloomsbury Handbook of Gender and Educational Leadership and Management (pp. 79–89). Bloomsbury Publishing Plc. https://doi.org/https://doi.org/10.5040/9781350173187.0016

Arar, K., & Oplatka, I. (2022). Advanced Theories of Educational Leadership. Policy Implications of Research in Education. Springer International Publishing. https://doi.org/10.1007/978-3-031-14510-0

Arar, K., & Örücü, D. (2022). A Foucauldian Analysis of Culturally Relevant Educational Leadership for Refugees as Newcomers. In The Palgrave Handbook of Educational Leadership and Management Discourse (pp. 1511–1525). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-030-99097-8_114

Tamar, K., Bor, H., & Arar, K. (2022). Preface. In Enhancing Values of Dignity, Democracy, and Diversity in Higher Education: Comparative Insights for Challenging Times (pp. xiv–xxx). Routledge.

Chen, D., & Arar, K. (2022). Vignette: Education 2051: Knowledge technology to the rescue,  adopting education means and process to diverse learners. In Artificial Intelligence, Human Agency and the Educational Leader (pp. 155–160). Springer.

Haj-Yehia, K., & Arar, K. (2022). The Global Mobility of Palestinian Arab Students: Current Trends and Flows. Higher Education Governance and Policy, 3(2), 89–101. https://doi.org/https://doi.org/10.55993/hegp.1200521

Arar, K. (2022). Temporary migration of Palestinian students to the former USSR: motivations, conflicts and impact. Migration and Development, 11(3), 334–351. https://doi.org/https://doi.org/10.1080/21632324.2020.1762333

Arar, K., & Brion, C. (2022). Building Welcoming Capacity for the Integration of Diversified Forced Immigrants in Education and in the Community. In Enhancing Values of Dignity, Democracy, and Diversity in Higher Education: Comparative Insights for Challenging Times (pp. 98–114). Routledge. https://doi.org/https://doi.org/10.4324/9781003246732-10

Arar, K., Saiti, A., Anysiadou, M., & Abo-Zaed Arar, E. (2022). Understanding school leaders and educators’ attitudes towards youth migrants: An experimental analysis. Equity in Education & Society, 1(2), 237–260. https://doi.org/https://doi.org/10.1177/27526461221102458

Arar, K., & Essawi, M. (2022). Challenges of Arab Aspiring and Novice Principals. Eyunim Bahinuch [Hebrew], 37(2), 115–137.

Arar, K., & Massry-Herzallah, A. (2022). Trust between principals and school counselors in the Arab Education System. Eyunim Beninhal Hahinukh (Insights in Education Adminsitration), 37(2), 35–59.

Arar, K., & Saiti, A. (2022). Ethical leadership, ethical dilemmas and decision making among school administrators. Equity in Education & Society, 1(1), 126–141. https://doi.org/https://doi.org/10.1177/27526461211070828

Arar, K., Sawalhi, R., Chaaban, Y., Zohri, A., & Alhouti, I. (2022). School leaders’ perspectives towards leading during crisis through an ecological lens: a comparison of five Arab countries. Journal of Educational Administration and History, 54(2), 123–142. https://doi.org/https://doi.org/10.1080/00220620.2021.1957793

Arar, K., & Ibrahim, F. (2022). Palestinian Academicians Graduates of the USSR: Development, and contribution to the Palestinian society. Journal of Palestinian Studies, 46–65.

Arar, K. H. (2022). Understanding The Educational Administrator’s Role in a Turbulent Ethnic Education System. Leadership and Policy in Schools, 21(2). https://doi.org/https://doi.org/10.1080/15700763.2020.1757723

Arar, K., Sawalhi, R., & Yilmaz, M. (2022). The Research on Islamic-Based Educational Leadership since 1990: An International Review of Empirical Evidence and a Future Research Agenda. Religions, 13(1), 1–23. https://doi.org/https://doi.org/10.3390/rel13010042

Arar, K. (2021). The Research on Refugees’ Pathways to Higher Education since 2010s: A Systemic Review. Review of Education. https://doi.org/https://doi.org/10.1002/rev3.3303

Arar, K., & Saiti, A. (2021). Higher education and equitable life-long learning for diversified students in the digital era. Higher Education Governance & Policy, 2(1), 19–30. https://doi.org/https://dergipark.org.tr/en/pub/hegp/issue/63449/897549

Taysum, A., & Arar, K. (2021). “EYSIER Charter Mark with ABCDE and Assessment for Personal and Social Learning: A Bottom-up Approach to Building Faculty of Judgment with an Open Access Knowledge Base of Science with and for Society (Swafs).” European Journal of Education, 3(2), 129-150.

Chen, D., & Arar, K. (2021). Education in 2051: Knowledge Technology to the Rescue, Adapting Education Means and Process to Diverse Learners. In Artificial Intelligence, Human Agency and the Educational Leader (pp. 155–162). Springer.

Arar, K., & Örücu, D. (2021). A Foucauldıan analysıs of culturally relevant educatıonal leadershıp for refugees as newcomers. In The Palgrave Handbook of Educational Leadership and Management Discourse. Springer. https://doi.org/https://doi.org/10.1007/978-3-030-39666-4_114-1

Arar, K., Kurtz, G., & Bar-Yishai, H. (Eds.). (2021). Education as a Complex System. Haifa, Israel: Pardes.

Arar, K., Kurtz, G., & Bar Yishai, H. (2021). Introduction. In Education as a Complex System (pp. 25–50). Haifa, Israel: Pardes.

Arar, K. (2021). Educational policy and leadership in the shadow of global crisis: The issue of migrants, refugees and asylum seekers. In Education as a Complex System (pp. 403–424). Pardes.

Arar, K., & Chen, D. (2021). The Future of Higher Education: A New Paradigm Shift Addressing Students’ Diversity. In The Promise of Higher Education: Essays in Honour of 70 Years of IAU (pp. 369–376). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-67245-4_55

Chaaban, Y., Arar, K., Sawalhi, R., Alhouti, I., & Zohri, A. (2021). Exploring teachers’ professional agency within shifting educational contexts: A comparative study of Lebanon, Qatar, Kuwait, and Morocco. Teaching and Teacher Education, 106, 103451. https://doi.org/https://doi.org/10.1016/j.tate.2021.103451

Arar, K. (2021). Refugees’ pathways to German Higher Education institutions. International Journal of Educational Development, 85, 102459. https://doi.org/https://doi.org/10.1016/j.ijedudev.2021.102459

Arar, K., & Örücü, D. (2021). Rethinking Educational Leadership and Policy in Schools in Challenging Circumstances: Inter/Intra-Continental Perspectives. Leadership and Policy in Schools, 20(1), 1–5. https://doi.org/https://doi.org/10.1080/15700763.2020.1838555

Gümüş, S., Arar, K., & Oplatka, I. (2021). Review of international research on school leadership for social justice, equity and diversity. Journal of Educational Administration and History, 53(1), 81–99. https://doi.org/https://doi.org/10.1080/00220620.2020.1862767

Örücü, D., Arar, K., & Mahfouz, J. (2021). Three contexts as the post-migration ecology for refugees: School principals’ challenges and strategies in Turkey, Lebanon, and Germany. Leadership and Policy in Schools, 20(1), 41–56. https://doi.org/https://doi.org/10.1080/15700763.2020.1833044

Waite, D., & Arar, K. (2020). Problematizing the Social in Social Justice Education. In Handbook on Promoting Social Justice in Education (pp. 196–192). Springer. https://doi.org/https://doi.org/10.1007/978-3-319-74078-2_153-1

Arar, K., Örücü, D., & Wilkinson, J. (Eds.). (2020). Neoliberalism and Education Systems in Conflict Exploring Challenges Across the Globe. Routledge. https://doi.org/https://doi.org/10.4324/9780429345135

Arar, K., Örücü, D., & Wilkinson, J. (2020). A Call to Explore and Map the Educational Challenges under Neoliberalism Across the Globe. In Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe (pp. 1–10). Routledge.

Örücü, D., & Arar, K. (2020). Challenges of School Principals and Teachers in Private Schools: Comparison of Two Cases in the Middle East. In Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe (pp. 13–28). Routledge.

Abu Nasra, M., & Arar, K. (2020). Leadership style and teacher performance: mediating role of occupational perception. International Journal of Educational Management, 34(1), 186–202. https://doi.org/https://doi.org/10.1108/ijem-04-2019-0146

Arar, K., & Arar, E. A.-Z. (2020). Understanding the Right to Education: Challenges Facing the Indigenous Bedouin Population of the Al-Naqab Region. In Handbook on Promoting Social Justice in Education (pp. 1975–1994). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-14625-2_31

Arar, K., Örücü, D., & Wilkinson, J. (2020). Concluding Remarks. In Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe (pp. 199–205). Routledge. https://doi.org/https://doi.org/10.4324/9780429345135-14

Arar, K. (2020). School Leadership for Refugees’ Education: Social Justice Leadership for Immigrant, Migrants and Refugees. Routledge.

Arar, K. (2020). Educational Administration in the Middle East. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/https://doi.org/10.1093/acrefore/9780190264093.013.672

Arar, K., Örücü, D., & Mahfouz, J. (2020). A Comparison of Social Justice Leadership Meaning and Praxis:  The interplay of Unique Social Cultural Contexts in Turkish, Palestinian and Lebanese High Needs Schools. In Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration (pp. 153–172). Emerald. https://doi.org/https://doi.org/10.1108/978-1-64802-374-320251012

Arar, K., & Örücü, D. (2020). Education Policies and Leadership Challenged by a Global Crisis: Refugees, Asylum Seekers and Undocumented Migrants. In The Next Big Thing in Education (pp. 307–330). Nova Science Publishers.

Arar, K., Kondakci, Y., & Streitwiese, B. (2020). Higher Education for Forcibly Displaced Migrants, Refugees and Asylum Seekers. Higher Education Policy, 33, 195–202. https://doi.org/https://doi.org/10.1057/s41307-020-00184-z

Arar, K., Kondakci, Y., Kasikci, S. K., & Erberk, E. (2020). Higher Education Policy for Displaced People: Implications of Turkey’s Higher Education Policy for Syrian Migrants. Higher Education Policy, 33(2), 265–285. https://doi.org/https://doi.org/10.1057/s41307-020-00181-2

Sincar, M., Önen, Z., & Arar, K. (2020). An investigation of Turkish female school administrators’ views on the concept of self-development. International Journal of Leadership in Education, 23(2), 175–198. https://doi.org/https://doi.org/10.1080/13603124.2018.1524932

Taysum, A., & Arar, K. (2020). Action Research Design for an International Boundary Crossing Study to Improve Student and Teacher Participation in School Processes and Practices to Improve Well-Being, Learning and Learning outcomes. Italian Journal of Sociology of Education, 12(1), 8–25. https://doi.org/10.14658/PUPJ-IJSE-2020-1-2

Taysum, A., Arar, K., Chopra, P., Imam, H., Harrison, K., McNamara, G., … McGuinness, S. J. (2020). Optimising Well-Being and Learning Through Participatory Processes and Practices: an International Comparative Analysis of Ten Groundwork Case-Studies in Schools. Italian Journal of Sociology of Education, 12(1), 182–210. https://doi.org/10.14658/pupj-ijse-2020-1-11

Arar, K. (2020). Participation in School Processes and Practices: The case of an Arab School in Israel. Italian Journal of Sociology of Education, 12(1), 56–79. https://doi.org/10.14658/pupj-ijse-2020-1-5

Arar, K., & Taysum, A. (2020). From hierarchical leadership to a mark of distributed leadership by whole school inquiry in partnership with Higher Education Institutions: comparing the Arab education in Israel with the education system in England. International Journal of Leadership in Education, 23(6), 755–774. https://doi.org/https://doi.org/10.1080/13603124.2019.1591513

Arar, K. (2020). Internationalisation and Multiculturalism in Maltese Society. Malta Journal of Education, 1(1), 14–23. https://doi.org/https://doi.org/10.62695/wsnf9660

Arar, K., & Avidov-Ungar, O. (2020). Superintendents’ perception of their role and their professional development in an era of changing organizational environment. Leadership and Policy in Schools, 19(3), 462–476. https://doi.org/https://doi.org/10.1080/15700763.2019.1585550

Arar, K., Kondakci, Y., Kaya Kasikci, S., & Erberk, E. (2020). Higher Education Policy for Displaced People: Implications of Turkey’s Higher Education Policy for Syrian Migrants. Higher Education Policy, 33(2), 265–285. https://doi.org/https://doi.org/10.1057/s41307-020-00181-2

Arar, K., & Nasra, M. A. (2020). Linking school-based management and school effectiveness: The influence of self-based management, motivation and effectiveness in the Arab education system in Israel. Educational Management Administration & Leadership, 48(1), 186–204. https://doi.org/https://doi.org/10.1177/1741143218775428

Arar, K., Ӧrücü, D., & Waite, D. (2020). Understanding leadership for refugee education: introduction to the special issue. International Journal of Leadership in Education, 23(1), 1–6. https://doi.org/https://doi.org/10.1080/13603124.2019.1690958

Arar, K., Örücü, D., & Ak Küçükçayir, G. (2020). A holistic look at education of the Syrians under temporary protection in Turkey: policy, leadership and practice. International Journal of Leadership in Education, 23(1), 7–23. https://doi.org/https://doi.org/10.1080/13603124.2019.1603401

Arar, K., & Massry-Herzallah, A. (2019). Refugees in Their Own Land: The Challenge of Managing a School in a Palestinian Refugee Camp in the Divided City of Jerusalem. In Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World (pp. 191–212). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78756-044-420191012

Arar, K., Örücü, D., & Küçükçayır, G. A. (2019). Dramatic Experiences of Educators Coping with the Influx of Syrian Refugees in Syrian Schools in Turkey. In Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World (pp. 145–167). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78756-044-420191010

Oplatka, I., & Arar, K. (2019). A Call to Study Educator Emotion as a Contextualised Phenomenon. In Emotion Management and Feelings in Teaching and Educational Leadership (pp. 9–23). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78756-010-920191001

Massry-Herzallah, A., & Arar, K. (2019). Gender, school leadership and teachers’ motivations: The key role of culture, gender and motivation in the Arab education system. International Journal of Educational Management, 33(6), 1395–1410. https://doi.org/https://doi.org/10.1108/ijem-02-2019-0054

Arar, K., Ogden, S., & Beycioglu, K. (2019). Social Justice Leadership, Perceptions and Praxis: A Cross-Cultural Comparison of Palestinian, Haitian and Turkish Principals. In Cultures of Social Justice Leadership (pp. 43–66). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-10874-8_3

Arar, K. (2019). Emotion Expression Among Arab Deputy-Principals in Israel: The Key Role of the Local Culture. In Emotion Management and Feelings in Teaching and Educational Leadership (pp. 127–146). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78756-010-920191005

Arar, K., & Massry-Herzallah, A. (2019). The Challenge of School Leadership in a War Zone: A Palestinian School in East Jerusalem. In School Violence in International Contexts (pp. 37–55). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-17482-8_3

Oplatka, I., & Arar, K. (Eds.). (2019). Emotion Management and regulation in teaching and educational leadership: A Cultural Perspective. Emerald Publishing. https://doi.org/https://doi.org/10.1108/9781787560109

Arar, K., Haj-Yehia, K., Ross, D., & Kondakci, Y. (Eds.). (2019). Higher Education Challenges for Migrant and Refugee Students in a Global World. Peter Lang. Retrieved from https://www.peterlang.com/document/1057430

Arar, K., Brooks, J. S., & Bogotch, I. (Eds.). (2019). Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World. Emerald. https://doi.org/https://doi.org/10.1108/9781787560444

Arar, K. (2019). Handbook on Promoting Social Justice in Education. (R. Papa, Ed.). Springer. https://doi.org/https://doi.org/10.1007/978-3-319-74078-2

Arar, K., Haj-Yehia, K., Ross, D. B., & Kondakci, Y. (2019). Introduction: Higher Education Challenges for Migrant and Refugee Students in a Global World. In Higher Education Challenges for Migrant and Refugee Students in a Global World (pp. 1–22). Peter Lang.

Arar, K., Arar, E., & Haj-Yehia, S. (2019). Not to silence the principal but to kill him: coping, implications, and the day after. In School Violence in International Contexts: Perspectives from Educational Leaders Without Borders (pp. 71–88). Springer. https://doi.org/https://doi.org/10.1007/978-3-030-17482-8_5

Haj-Yehia, K., & Arar, K. (2019). Arab World Refugee Challenges in Higher Education: The Case of Syrian Refugee Students in Jordan. In Higher Education Challenges for Migrant and Refugee Students in a Global World (pp. 343–360). Peter Lang.

Arar, K., Haj-Yehia, K., Ibrahim, F., & Khalaily, M. (2019). Circular Migration and the Former USSR: Experiences and Conflicts of Graduates from the Palestinian Arab Minority in Israel. In Higher Education Challenges for Migrant and Refugee Students in a Global World (pp. 245–264). Peter Lang.

Oplatka, I., & Arar, K. (2019). Introduction. In Emotion Management and Feelings in Teaching and Educational Leadership (pp. 1–6). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78756-010-920191016

Arar, K. (2019). Understanding and Implementing Social Justice Leadership in Arab Schools in Israel. Planning and Changing, 48(3/4), 4–20.

Arar, K. (2019). Reforming Education in Developing Countries. Journal of Research in Educational Administration. https://doi.org/https://doi.org/10.30828/real/2019.2.8

Arar, K., Örücü, D., & Ak Küçükçayır, G. (2019). Culturally relevant school leadership for Syrian refugee students in challenging circumstances. Educational Management Administration & Leadership, 47(6), 960–979. https://doi.org/https://doi.org/10.1177/1741143218775430

Arar, K. (2019). Arab Principals’ and Teachers’ Perceptions of Trust and Regulation and Their Contribution to School Processes. Leadership and Policy in Schools, 18(4), 648–663. https://doi.org/https://doi.org/10.1080/15700763.2018.1475576

Arar, K., Kondakci, Y., & Taysum, A. (2019). The imposition of government education policy initiatives and school enactment: uncovering the responses of school principals. Journal of Educational Administration and History, 51(4), 295–300. https://doi.org/https://doi.org/10.1080/00220620.2019.1643526

Arar, K., Tamir, E., & Abu-Hussain, J. (2019). Understanding reforms, school reactions to major changes: the case of Israel. Journal of Educational Administration and History, 51(4), 402–418. https://doi.org/https://doi.org/10.1080/00220620.2019.1624511

Arar, K. (2019). The challenges involved when Arab women forge a path to educational leadership: Context, personal cost, and coping. Educational Management Administration & Leadership, 47(5), 749–765. https://doi.org/http://dx.doi.org/10.1177/1741143217753191

Zuzovsky, R., Donitsa-Schmidt, S., Trumper, R., Arar, K., & Barak, J. (2019). Post-qualification Master’s level studies in Israel teacher colleges: a transmissive or a transformative model of professional development? Professional Development in Education, 45(4), 670–683. https://doi.org/https://doi.org/10.1080/19415257.2018.1490916

Tamir, E., & Arar, K. (2019). High school managements resources allocation in an era of reforms. International Journal of Educational Management, 33(5), 828–847. https://doi.org/https://doi.org/10.1108/ijem-08-2017-0204

Arar, K., & Masry-Harzallah, A. (2019). Trust among teachers and educational counsellors in the Arab education system. International Journal of Leadership in Education, 22(4), 456–468. https://doi.org/https://doi.org/10.1080/13603124.2018.1481534

Arar, K., Brooks, J. S., & Bogotch, I. (2019). Education, Immigration and Migration: Policy, Leadership and Praxis for a Changing World. In Education, Immigration and Migration (pp. 1–12). Emerald Publishing Limited. https://doi.org/https://doi.org/10.1108/978-1-78756-044-420191003

Arar, K., & Abu Nasra, M. (2019). Leadership style, occupational perception and organizational citizenship behavior in the Arab education system in Israel. Journal of Educational Administration, 57(1), 85–100. https://doi.org/https://doi.org/10.1108/jea-08-2017-0094

Arar, K., & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173–191. https://doi.org/https://doi.org/10.1108/jpcc-12-2017-0030

Arar, K., & Masry-Herzallah, A. (2018). Supervisors in the Arab Education System: Between Governability, Duality and Empowerment, through a State of Turbulence. In Turbulence, Empowerment and Marginalisation in International Education Governance Systems (pp. 159–184). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78754-675-220181009

Taysum, A., Arar, K., & Imam, H. (2018). Epistemological Underpinnings and Methodologies for Researching Marginalised Groups in International Educational Governance Systems. In Turbulence, Empowerment and Marginalisation in International Education Governance Systems (pp. 49–77). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78754-675-220181004

Arar, K., & Taysum, A. (2018). Literature Review – Turbulence in Education Governance Systems. In Turbulence, Empowerment and Marginalisation in International Education Governance Systems (pp. 29–48). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78754-675-220181003

Taysum, A., & Arar, K. (2018). Conclusions: Turbulence, Empowerment and Marginalised Groups. In Turbulence, Empowerment and Marginalisation in International Education Governance Systems (pp. 275–294). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78754-675-220181013

Taysum, A., & Arar, K. (2018). Turbulence, Empowerment and Marginalised Groups. In Turbulence, Empowerment and Marginalisation in International Education Governance Systems (pp. 3–28). Emerald. https://doi.org/https://doi.org/10.1108/978-1-78754-675-220181002

Arar, K., & Haj-Yehia, K. (2018). Looking on the Bright Side: Pathways, Initiative, and Programs to Widen Arab High School Graduates’ Participation in Israeli Higher Education. In Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion (pp. 29–47). Emerald. https://doi.org/https://doi.org/10.1108/s2055-364120180000012004

Taysum, A., & Arar, K. (Eds.). (2018). Turbulence, Empowerment and Marginalisation in International Education Governance Systems. Emerald. https://doi.org/https://doi.org/10.1108/9781787546752

Arar, K. (2018). Emotions expression in different career paths among Arab Women Principals in Israel. In Tel-Aviv: Mofet Institute [Hebrew].

Arar, K., Orucu, D., & Kucukcayir, G. A. (2018). These students need love and affection: Experience of a female school leader with the challenges of Syrian refugee education. Leading and Managing, 24(2), 28–43. https://doi.org/10.3316/informit.216986655118325

Arar, K. (2018). Brain Science for Principals:  What School Leaders Need to Know. Research in Educational Administration & Leadership. https://doi.org/https://doi.org/10.30828/real/2018.1.5

Arar, K. (2018). How Novice Principals Face the Challenges of Principalship in the Arab Education System in Israel. Journal of Career Development, 45(6), 580–596. https://doi.org/https://doi.org/10.1177/0894845317726392

Taysum, A., & Arar, K. (2018). Turbulence, Empowerment, and Marginalised Groups: A comparative analysis of five International Education Governance Systems. In Turbulence, Empowerment and Marginalisation in International Education Governance Systems (pp. 237–274). Emerald Publishing Limited. https://doi.org/https://doi.org/10.1108/978-1-78754-675-220181012

Arar, K. (2018). Female Arab faculty staff in the Israeli academy: Challenges and coping strategies. International Journal of Educational Development, 62, 313–321. https://doi.org/https://doi.org/10.1016/j.ijedudev.2018.07.008

Arar, K. (2018). Policy and praxis of principals’ appointment: The case of Palestinian-Arab minority education in Israel. International Journal of Educational Development, 62, 226–233. https://doi.org/https://doi.org/10.1016/j.ijedudev.2018.05.004

Oplatka, I., & Arar, K. (2018). Increasing teacher and leader professionalism through emotion management and engagement. Journal of Professional Capital and Community, 3(3), 138–141. https://doi.org/https://doi.org/10.1108/jpcc-07-2018-036

Arar, K. (2018). Using insider research in M.Ed. final projects to bridge the theory/practice gap. International Journal of Leadership in Education, 21(4), 462–478. https://doi.org/https://doi.org/10.1080/13603124.2016.1157210

Arar, K., Abu Nasra, M., & Alshafi, H. (2018). Arab teachers’ perception of parent involvement (PI): components and differences. International Journal of Educational Management, 32(3), 326–341. https://doi.org/https://doi.org/10.1108/ijem-01-2016-0003

Arar, K., & Haj-Yehia, K. (2018). Perceptions of educational leadership in medieval Islamic thought: a contribution to multicultural contexts. Journal of Educational Administration and History, 50(2), 69–81. https://doi.org/https://doi.org/10.1080/00220620.2017.1413341

Arar, K., & El-Hija, Y. A. (2018). A University for the Arab Minority in Israel: Stake Holders’ Perceptions and Proposed Models. Higher Education Policy, 31(1), 75–96. https://doi.org/https://doi.org/10.1057/s41307-017-0040-1

Arar, K. (2018). Arab women’s educational leadership and the implementation of social justice in schools. Journal of Educational Administration, 56(1), 18–32. https://doi.org/https://doi.org/10.1108/jea-10-2016-0131

Arar, K., & Abramovitz, R. (2017). Teacher-related factors in assimilation of technological change in schools. International Journal of Educational Management, 31(6), 766–779. https://doi.org/https://doi.org/10.1108/ijem-03-2016-0057

Arar, K. (2017). The what’s and why’s of the how to of qualitative research. The Qualitative Report. Nova Southeastern University. https://doi.org/https://doi.org/10.46743/2160-3715/2017.3272

Arar, K., Turan, S., Barakat, M., & Oplatka, I. (2017). The Characteristics of Educational Leadership in the Middle East: A Comparative Analysis of three nation-states. In The Wiley International Handbook of Educational Leadership (pp. 355–373). John Wiley & Sons. https://doi.org/https://doi.org/10.1002/9781118956717.ch19Digital Object Identifier (DOI)

Oplatka, I., & Arar, K. (2017). From Social Justice Leadership to Responsible Leadership: Some Insights From Interviews With Jewish and Muslim School Principals. In A Global Perspective of Social Justice Leadership for School Principals (pp. 167–186). Emerald.

Arar, K., Zuzovsky, R., Donitsa-Schmidt, S., Trumper, R., & Barak, J. (2017). Teachers’ motivations for master’s degree programs in education in Israeli teacher training institutions and the implications for government policy-making concerning those programs. Asia-Pacific Journal of Teacher Education, 47(5), 524–538. https://doi.org/https://doi.org/10.1080/1359866X.2018.1542661

Haj-Yehia, K., & Arar, K. (2017). Acquisition of higher education in the Palestinian Authority among Palestinian students: Pull factors and renewed national meeting. Eyunim Bahinuch, 2(3), 560–581.

Arar, K., & Abu-Rome, A. (2017). School based management in elementary schools in the Arab education in Israel: A comparison between three levels of school management. Eyunim Bahinuch, 3, 474–495.

Arar, K. (2017). Professional supervisors in the Arab education. Eyunim Bemnehal Vergun Hakhinukh, 35, 65–90.

Arar, K. (2017). Arab female leadership towards the implementation of social justice in education. Chinukh Visvivo, 51–76.

Shapira, T., & Arar, K. (2017). The Listener guide: A socio-cultural analysis of Arab women leader’s stories. Narrative Works, 7(1), 21–43. https://doi.org/https://id.erudit.org/iderudit/nw7_art02

Arar, K. (2017). Academic spheres, students’ identity formation, and social activism among Palestinian Arab students in Israeli campuses. Journal of Diversity in Higher Education, 10(4), 366–380. https://doi.org/https://doi.org/10.1037/dhe0000051

Arar, K. (2017). Emotional expression at different managerial career stages. Educational Management Administration & Leadership, 45(6), 929–943. https://doi.org/https://doi.org/10.1177/1741143216636114

Oplatka, I., & Arar, K. (2017). The research on educational leadership and management in the Arab world since the 1990s: A systematic review. Review of Education, 5(3), 267–307. https://doi.org/https://doi.org/10.1002/rev3.3095

Arar, K., & Abramowitz, R. (2017). Motivation and choice of teachers to pursue their postgraduate studies in an ethnic minority college. Journal of Applied Research in Higher Education, 9(4), 616–629. https://doi.org/https://doi.org/10.1108/jarhe-03-2017-0020

Arar, K. (2017). Leading Research in Educational Administration: A Festschrift for Wayne K. Hoy. International Journal of Educational Management, 31(7), 1147–1149. https://doi.org/https://doi.org/10.1108/ijem-06-2013-0089

Arar, K., Abramovitz, R., Bar-Yishay, H., & Notzer, N. (2017). Academic choices and motivation: Diverse groups in Israel. Journal of Further and Higher Education, 41(5), 642–656. https://doi.org/https://doi.org/10.1080/0309877x.2016.1159291

Arar, K., Turan, S., Barakat, M., & Oplatka, I. (2017). The Characteristics of Educational Leadership in the Middle East. In The Wiley International Handbook of Educational Leadership (pp. 355–373). Wiley. https://doi.org/https://doi.org/10.1002/9781118956717.ch19

Arar, K., & Massry-Herzalah, A. (2017). Progressive education and the case of a bilingual Palestinian-Arab and Jewish co-existence school in Israel. School Leadership & Management, 37(1–2), 38–60. https://doi.org/https://doi.org/10.1080/13632434.2017.1293631

Arar, K., Beycioglu, K., & Oplatka, I. (2017). A cross-cultural analysis of educational leadership for social justice in Israel and Turkey: meanings, actions and contexts. Compare: A Journal of Comparative and International Education, 47(2), 192–206. https://doi.org/https://doi.org/10.1080/03057925.2016.1168283

Arar, K., & Shapira, T. (2016). Veiling and Management: Muslim women managers in Israel. International Journal of Cross Cultural Management, 16(3), 367–384. https://doi.org/https://doi.org/10.1177/1470595816674745

Arar, K., & Shapira, T. (2016). Hijab and principalship: the interplay between belief systems, educational management and gender among Arab Muslim women in Israel. Gender and Education, 28(7), 851–866. https://doi.org/https://doi.org/10.1080/09540253.2015.1124070

Haj-Yehia, K., & Arar, K. (2016). New National Re-Encounters Since 1948: Palestinian Students from Israel Studying at a Palestinian university in West Bank-Palestine. Journal of Applied Research in Higher Education, 8(4), 504–521. https://doi.org/https://doi.org/10.1108/JARHE-05-2015-0034

Arar, K., & Masry-Herzalla, A. (2016). Gender, Ethnicity, and Social Justice Leadership: Female Jewish and Arab School Principals in Israel. In Racially and Ethnically Diverse Women Leading Education: A Worldview (pp. 107–125). Emerald. https://doi.org/https://doi.org/10.1108/s1479-366020160000025007

Arar, K., Haj, I., Abramovitz, R., & Oplatka, I. (2016). Ethical leadership in education and its relation to ethical decision-making:The case of Arab school leaders in Israel. Journal of Educational Administration, 54(6), 647–660. https://doi.org/https://doi.org/10.1108/jea-11-2015-0101

Arar, K. (2016). Unethical Decision-Making of School Principals and Vice-Principals in the Arab Education System in Israel: The Interplay between Culture and Ethnicity. In The Dark Side of Leadership: Identifying and Overcoming Unethical Practice in Organizations (pp. 73–94). Emerald. https://doi.org/https://doi.org/10.1108/s1479-366020160000026005

Arar, K., & Haj-Yehia, K. (2016). Higher Education and the Palestinian Arab Minority in Israel. Palgrave Macmillan US. https://doi.org/https://doi.org/10.1057/9781137533425

Arar, K., & Haj-Yehia, K. (2016). Higher Education Abroad: The Case of the PAMI. In Higher Education and the Palestinian Arab Minority in Israel (pp. 73–116). Springer. https://doi.org/https://doi.org/10.1057/9781137533425_5

Arar, K., Haj-Yehia, K., & Badarneh, A. (2016). Barriers Impeding Access to Higher Education: The Effects of Government Education Policy for Disadvantaged Palestinian Arab and Jewish Citizens. In Widening Higher Education Participation: A Global Perspective (pp. 81–98). Elsevier. https://doi.org/https://doi.org/10.1016/b978-0-08-100213-1.00006-8

Arar, K., & Azam, M. (2016). Highlighting the bright side: Pioneer Arab women in Israeli Higher Education. In Identity Intersectionalities, Mentoring, and Work-Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political (pp. 151–164). https://doi.org/https://doi.org/10.1108/978-1-68123-557-820251013

Arar, K., Yousef, M., Ismael, R., & Badarneh, A. (2016). Leading change: Collaboration between Sakhnin Arab Teacher Education College and Al-Bashaer High School. In Building and Maintaining Collaborative Communities: Schools, University, and Community Organizations (pp. 85–99). Emerald. https://doi.org/https://doi.org/10.1108/978-1-68123-469-420251010

Arar, K., Haj-Yehia, K., & Ibrahim, F. (2016). Reflections of the national narrative on the indigenous Palestinian minority in Israel: Patterns and Challenges. Journal of Palestinian Refugee Studies, 6(2), 27–36. https://doi.org/10.12816/0044062

Arar, K., & Ibrahim, F. (2016). In the pendulum of conflicting expectation: Strategies of education for national identity in the Arab school in northern Israel. Giluy Daa’t, 10, 110–136.

Arar, K., & Massry-Herzllah, A. (2016). Motivation to teach: the case of Arab teachers in Israel. Educational Studies, 42(1), 19–35. https://doi.org/https://doi.org/10.1080/03055698.2015.1127136

Arar, K., & Massry-Herzllah, A. (2016). Arab teachers’ motivation. Eyunim Bahinuch, 13(14), 150–176.

Arar, K., & Esawi, W. (2016). Induction to the Principalship in the Arab education - Constrains and coping strategies. Alhassad, 6, 62–87.

Oplatka, I., & Arar, K. (2016). Leadership for social justice and the characteristics of traditional societies: ponderings on the application of western-grounded models. International Journal of Leadership in Education, 19(3), 352–369. https://doi.org/https://doi.org/10.1080/13603124.2015.1028464

Arar, K., & Shapira, T. (2016). Transition to Hijab among Muslim Female Mangers in educational and social system. Insights in Education, 13(14), 102–128.

Lapointe, C., Langlois, L., Valois, P., Aksu, M., Arar, K., Bezzina, C., … Oplatka, I. (2016). An International Cross-Cultural Validation of the Ethical Leadership Questionnaire (ELQ). International Studies in Educational Administration, 44(2), 129–150.

Arar, K., & Oplatka, I. (2016). Making sense of social justice in education: Jewish and Arab leaders’ perspectives in Israel. Management in Education, 30(2), 66–73. https://doi.org/https://doi.org/10.1177/0892020616631409

Oplatka, I., & Arar, K. (2016). The Field of Educational Administration as an Arena of Knowledge Production: Some Implications for Turkish Field Members. Research in Educational Administration & Leadership, 1(2), 161–168. https://doi.org/https://doi.org/10.30828/real/2016.2.1

Arar, K., & Arar, O. (2016). Implications of Principals’ Teacher Performance Appraisal and Decision-Making in Arab Schools in Israel. Research in Educational Administration & Leadership, 1(2), 225–285. https://doi.org/https://doi.org/10.30828/real/2016.2.4

Arar, K., & Ibrahim, F. (2016). Education for national identity: Arab schools principals and teachers dilemmas and coping strategies. Journal of Education Policy, 31(6), 681–693. https://doi.org/https://doi.org/10.1080/02680939.2016.1182647

Arar, K., Abramovitz, R., Daod, S., Awad, Y., & Khalil, M. (2016). Teachers’ perceptions of school principals’ leadership styles and parental involvement – the case of the Arab education system in Israel. International Journal of Pedagogies and Learning, 11(2), 132–144. https://doi.org/https://doi.org/10.1080/22040552.2016.1227253

Arar, K., & Abu-Romi, A. (2016). School-based management: Arab education system in Israel. Journal of Educational Administration, 54(2), 191–208. https://doi.org/https://doi.org/10.1108/jea-09-2014-0118

Shapira, T., & Arar, K. (2015). Life stories of female Arab managers in Israel: A social, cultural, political, and professional observation. Haifa, Israel: Pardes Publishing House.

Arar, K., & Keynan, I. (Eds.). (2015). Identity, Narrative and Multiculturalism in Arab Education in Israel (Hebrew). Pardes Publication.

Arar, K. (2015). Social and national identity formation among Palestinian students in Israeli Academic spaces. In Identity, Narrative and Multi-culturalism in Arab Education in Israel (pp. 301–334). Pardes Press.

Arar, K., & Oplatka, I. (2015). The Effect of Socio-Cultural Factors on the Development of Female Education Leaders in Arab Societies: A Review of Extant Literature and Future Directions for Research. In International Research on School Leadership (pp. 87–117). Information Age Publishing.

Arar, K. (2015). Leadership for Equity and Social Justice in Arab and Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis. International Journal of Multicultural Education, 17(1), 162–187. https://doi.org/https://doi.org/10.18251/ijme.v17i1.938

Arar, K., Abramovitz, R., & Bar-Yishai, H. (2015). The choice of higher education institution: A preliminary investigation of the considerations of Jewish and Arab teachers studying for a master degree in education. International Studies in Widening Participation, 2(1), 28–42.

Arar, K., & Oplatka, I. (2015). Current research on Arab female educational leaders’ career and leadership. In Challenges and Opportunities of Educational Leadership Research and Practice (pp. 87–116). Emerald Publishing Limited. https://doi.org/https://doi.org/10.1108/978-1-68123-276-820251006

Arar, K., Yilmaz, M., & Koschoreck, J. W. (2014). Mapping doctoral dissertations in Educational Leadership program: A longitudinal examination of knowledge construction in the last two decades. Review of Education, 12(1). https://doi.org/https://doi.org/10.1002/rev3.3446

Arar, K. (2014). Discourse on Equity and Social Justice in a Muslim High School in Israel. In Growing Up Between Two Cultures: Issues and Problems of Muslim Children (pp. 187–206). Emerald. https://doi.org/https://doi.org/10.1108/978-1-62396-621-820251013

Haj Yehia, K., & Arar, K. (2014). Internationalization of Higher Education: A Study in the Mobility of Arab Students from Israel to Other Countries. Ramalah, Palestine: Al-Ayam.

Arar, K. (2014). Mentoring for MA final project in Education. In Succeeding in Academic Teaching (pp. 107–122). The Center for Academic Studies.

Arar, K. (2014). Principals’ and Teachers Perceptions of Teacher Evaluation in Arab Schools in Israel: Meeting Demands of Accountability and Improving Performances. In Using Data in Schools to Inform Leadership and Decision Making, A volume in International Research on School Leadership (pp. 181–204). Information Age Publications.

Arar, K., & Masry-Herzalah, A. (2014). Cultural pluralism increases difficulties in learning experiences yet advances identity formation for Muslim Arab female students at higher education institutions in Israel. Journal of Applied Research in Higher Education, 6(2), 325–341. https://doi.org/https://doi.org/10.1108/JARHE-03-2014-0039

Arar, K. (2014). Female supervisors of Arab school education in Israel. Gender and Education, 26(4), 414–431. https://doi.org/https://doi.org/10.1080/09540253.2014.930423

Arar, K., & Oplatka, I. (2014). Muslim and Jewish Teachers’ Conceptions of the Male School Principal’s Masculinity: Insights into Cultural and Social Distinctions in Principal–Teacher Relations. Men and Masculinities, 17(1), 22–42. https://doi.org/https://doi.org/10.1177/1097184X13516961

Arar, K. (2014). Deputy-principals in Arab schools in Israel: an era of reform. International Journal of Educational Management, 28(1), 96–113. https://doi.org/https://doi.org/10.1108/IJEM-01-2012-0003

Arar, K. (2014). Gender discourse in an Arab-Muslim high school in Israel: Ethnographic case study. Journal of Educational Change, 15(3), 281–301. https://doi.org/https://doi.org/10.1007/s10833-014-9235-z

Arar, K., Abu-Asbah, K., & Nasra, M. A. (2014). Arab Parents’ Involvement in School Reform in Israel. International Journal of Educational Reform, 23(2), 133–153. https://doi.org/https://doi.org/10.1177/105678791402300203

Arar, K., Shapira, T., Azaiza, F., & Hertz-Lazarowitz, R. (2013). Arab Women in Management and Leadership: Stories from Israel. Palgrave Macmillan US. https://doi.org/https://doi.org/10.1057/9781137319333

Arar, K., & Haj‐Yehia, K. (2013). Higher education abroad : Palestinian students from Israel studying in Jordanian universities. Journal of Applied Research in Higher Education, 5(1), 95–112. https://doi.org/https://doi.org/10.1108/17581181311310306

Arar, K., & Abu‐Asbah, K. (2013). Not just location: attitudes and functioning of Arab local education administrators in Israel. International Journal of Educational Management, 27(1), 54–73. https://doi.org/https://doi.org/10.1108/09513541311289828

Arar, K. (2013). Gender discourse in the Arab high school in Israel: a case study school, Ibn Kholdon. In Classroom and school closer inspection: ethnographic research on education (pp. 335–366). Mofet Institute.

Arar, K., Masry-Harzalla, A., & Haj-Yehia, K. (2013). “They wanted me to float around them”: higher education acquisition among female Palestinians students in Israel and Jordan, temporary or permanent migration. Insights in Education, 7(8), 161–185.

Arar, K., Abbas, R., & Oda, S. (2013). “Who’s the principal here?” Role of deputy principal in the Arab education system. Insights in Educational Administration and Organization.

Arar, K., & Abu-Asbah, K. (2013). Attitudes and Perceptions of Education System Administrators in Local Arab Governments in Israel. Insights in Educational Administration and Organization, 33, 131–162.

Arar, K., & Haj-Yehia, K. (2013). Migration to acquire higher education: Arabs in Israel studying at universities in Jordan. Magamot, 3(4), 656–680.

Arar, K., & Oplatka, I. (2013). Muslim and Jewish teachers’ perceptions of the principals’ masculinity. Insights on Education. Insights in Education, 7(8), 123–129.

Arar, K. (2013, December). Key issues in education and social justice. Educational Studies. https://doi.org/https://doi.org/10.1080/03055698.2013.822345

Arar, K. (2013, November). Global Leadership for Social Justice: Taking it from the Field to Practice. Educational Management Administration & Leadership. SAGE Publications. https://doi.org/https://doi.org/10.1177/1741143213498997

Arar, K. (2013, September). Successful School Leadership – Linking with Learning and Achievement. Educational Management Administration & Leadership. SAGE Publications. https://doi.org/https://doi.org/10.1177/1741143213486030

Arar, K. (2013, June). Student Mobilities, Migration and the Internationalization of Higher Education. Higher Education Policy. https://doi.org/https://doi.org/10.1057/hep.2013.9

Arar, K., Masry-Harzalla, A., & Haj-Yehia, K. (2013). Higher education for Palestinian Muslim female students in Israel and Jordan: migration and identity formation. Cambridge Journal of Education, 43(1), 51–67. https://doi.org/https://doi.org/10.1080/0305764x.2012.749391

Arar, K., & Oplatka, I. (2013). Gender debate and teachers’ constructions of masculinity vs. femininity of school principals: the case of Muslim teachers in Israel. School Leadership & Management, 33(1), 97–112. https://doi.org/https://doi.org/10.1080/13632434.2012.723620

Arar, K., & Abramovitz, R. (2013). Teachers’ attitudes toward the appointment of women as school leaders. Management in Education, 27(1), 32–38. https://doi.org/https://doi.org/10.1177/0892020612459188

Arar, K., & Shapira, T. (2012). Leading a Quiet Revolution: Women High School Principals in Traditional Arab Society in Israel. Journal of School Leadership, 22(5), 853–874. https://doi.org/https://doi.org/10.1177/105268461202200502

Arar, K. (2012). Israeli Education Policy since 1948 and theState of Arab Education in Israel. Italian Journal of Sociology of Education, 4(1), 113–145. https://doi.org/10.14658/PUPJ-IJSE-2012-1-6

Arar, K. (2012). Women and Educational Leadership. Educational Management Administration & Leadership, 40(5), 641–643. https://doi.org/https://doi.org/10.1177/1741143212450269

Arar, K. (2011). ‘Trapped between two worlds’ – Muslim Palestinian women from Israel in Jordanian universities: new identity and the price it demands. Social Identities, 17(5), 625–642. https://doi.org/https://doi.org/10.1080/13504630.2011.595205

Arar, K., & Haj-Yehia, K. (2011). Jordonization of higher education among Arabs in Israel (Hebrew). Jerusalem, Israel: Floersheimer Institute at Hebrew University.

Arar, K., & Shapira, T. (2011). Women bath to leadership in high schools: The Case of Arab women in Israel. Insights in Education, 32, 75–96.

Abu‐Rabia‐Queder, S., & Arar, K. (2011). Gender and higher education in different national spaces: Female Palestinian students attending Israeli and Jordanian universities. Compare: A Journal of Comparative and International Education, 41(3), 353–370. https://doi.org/https://doi.org/10.1080/03057925.2010.545200

Arar, K., & Abu-Rabia-Queder, S. (2011). Turning points in the lives of two pioneer Arab women principals in Israel. Gender and Education, 23(4), 415–429. https://doi.org/https://doi.org/10.1080/09540253.2010.499853

Arar, K., & Haj-Yehia, K. (2011). “Jordonization” of higher education among Arabs in Israel. Floersheimer Institute at Hebrew University.

Arar, K., & Mustafa, M. (2011). Access to higher education for Palestinians in Israel. Education, Business and Society: Contemporary Middle Eastern Issues, 4(3), 207–228. https://doi.org/https://doi.org/10.1108/17537981111159975

Arar, K., & Oplatka, I. (2011). Perceptions and applications of teachers’ evaluation among elementary school principals in the Arab education system in Israel. Studies in Educational Evaluation, 37(2–3), 162–169. https://doi.org/https://doi.org/10.1016/j.stueduc.2011.03.006

Shapira, T., Arar, K., & Azaiza, F. (2011). ‘They didn’t consider me and no-one even took me into account’: Female school principals in the Arab education system in Israel. Educational Management Administration & Leadership, 39(1), 25–43. https://doi.org/https://doi.org/10.1177/1741143210383901

Arar, K. (2010). The Life and Concepts of the Palestinian Educationalist Dr. Sami Marai: The Man and the Vision (Arabic). Nazareth, Is: Dirassat Institute.

Abu-Asbah, K., & Arar, K. (2010). Education system in local government in arab communities in the mirror of its officials. In Arab Local Authorities in Israel: A Self-Conduct (pp. 221–291). Van Leer Institute.

Abu-Asbah, K., & Arar, K. (2010). Patterns of relationships and work in the education system in Arab communities. Van Leer Institute, 105–126.

Arar, K. (2010). Arab High School Students’ Perceptions towards the Status of Physical Education and Physical Activities outside School: Gender Aspects. Betenua, 1(2), 129–159.

Arar, K., & Abu-Asbe, K. (2010). Arab Businesswomen in the Triangle Region: Characteristics, Needs and Difficulties. Social Issues in Israel, 9, 91–123.

Arar, K. (2010). The perception of Elementary school principals in the Arab education system of teachers’ assessment. Insights on Educational Administration and Evaluation, 31, 225–349.

Arar, K. (2010). The Life and Concepts of the Palestinian Educationalist Dr. Sami Marai: The Man and the Vision. Dirassat Institute.

Arar, K. (2010). “I made it”: Israeli‐Palestinian women principals as leaders. Education, Business and Society: Contemporary Middle Eastern Issues, 3(4), 315–330. https://doi.org/https://doi.org/10.1108/17537981011089604

Arar, K., & Haj-Yehia, K. (2010). Emigration for Higher Education: The Case of Palestinians Living in Israel Studying in Jordan. Higher Education Policy, 23(3), 358–380. https://doi.org/https://doi.org/10.1057/hep.2010.13

Shapira, T., Arar, K., & Azaiza, F. (2010). Arab women principals’ empowerment and leadership in Israel. Journal of Educational Administration, 48(6), 704–715. https://doi.org/https://doi.org/10.1108/09578231011079566

Arar, K., & Mustafa, M. (2009). Higher Education and Occupations among Arab Women in Israel: Barriers and Changes. In Arab Woman in Israel: Current Status and Future Prospects (pp. 259–284). Ramot.

Arar, K. (2009). Arab Elementary School Principals assess elementary school teachers in the Arab education system in Israel. Jamaa, 12, 1–44.

Arar, K., & Haj-Yehia, K. (2009). The Position of the Teacher in Presenting philosophical and Social Statements: Comparative Analysis between Plato, Abu-Khaldun and Paulo Freire. Idayat, 2, 19–50.

Arar, K., & Abu-Asbe, K. (2009). Attitudes of the Serving Elite in Local Arab Governments in Israel towards the Arab Education System. Jamaa, 13, 135–163.

Musatafa, M., & Arar, K. (2009). Higher Education among Minorities: The case of the Arab Minority in Israel. Van Leer Institute and the Kibbutz Hameuhad, 204–226.

Haj-Yehia, K., & Arar, K. (2009). Arab students leaving Israel for higher education in Jordan: push factors, pull factors and challenges. Van Leer Institute and the Kibbutz Hameuhad, 227–251.

Arar, K. (2008). Authentic and Transformational Leadership in the Arab Education System in Israel. In Recommendation for the Development of Effective Leadership in Arab Society in Israel (pp. 39–53). Van-Leer Institute.

Haj-Yehia, K., & Arar, K. (2007). Higher Education among Israeli Arabs in the State of Jordan: Safe Haven and Challenges (Arabic). Nazareth, Israel: Ibn-Khuldun.

Arar, K. (2007). Educational Leadership: Between the Vision and the Change (Arabic). Jatt, I: Massar.

Arar, K., & Haj-Yehia, K. (Eds.). (2007). Arab Academics and Higher Education in Israel: Issues and Dilemmas. Ramot Publishers.

Arar, K., & Rigby, A. (2007). “To Participate or not to Participate?” – Status and Perception of Physical Education Among Muslim Arab-Israeli Secondary School Pupils. Sport, Education and Society, 38, 20–39.

Arar, K. (2002). Paradigms in Physical Education – Historical and Socio-Psychological Approaches towards PE in Arab and Islamic Culture (Arabic). Nazareth, Is: Ibn Khuldun Publications.