Search results for: Shaked Haim
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Principals’ Voices Pertaining to Shared Sense-Making Processes Within a Generally-Outlined Pedagogical Reform Implementation
This qualitative study explores school principals’ perceptions and enactments of shared sense-making processes during a generally-outlined pedagogical reform, i.e. a broad-policy reform allowing educators to exercise their discretion in meeting its pedagogical goals, aiming to inquire what makes such processes critical to schools’ collective efficacy within reform implementation.
Updated: Jun. 14, 2020
This study aims to explore the frequency and extent of principals’ use of systems thinking activities in Israel; to examine whether principals’ gender and seniority predict their systems thinking activities; and to determine how systems thinking activities are related to school outcomes. Results indicated that principals’ seniority predicted their extent of systems thinking, but no differences were found within principals’ gender. Positive correlations between principals’ systems thinking and middle-leaders’ job satisfaction and organizational commitment were found. Implications for theory, practice, as well as future research, are discussed.
Updated: Jun. 02, 2020
Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.
Updated: May. 09, 2018
One of the main aspects of the creation–evolution controversy is the educational one, which deals with the question which explanation should be provided to students, mainly in public education, for the present form of life on Earth. This educational aspect is fertile ground for research; however, the official policy of various states’ educational systems regarding the instruction of evolutionary theory has hardly been investigated. In addition, research about the way in which Jewish education deals with this topic is meager. This article explores the policy of the Israeli Ministry of Education regarding this issue.
Updated: Sep. 23, 2014