Search results for: Principals
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In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches.
Updated: Oct. 25, 2017
The Contribution of Privatization and Competition in the Education System to the Development of an Informal Management Culture in Schools: A Case Study in Israel
Regulation and privatization of education systems has led to a “league standing” mentality regarding school achievements. The present study examines how school principals deal with the pressures of competition and achievements while aspiring to imbue pupils with values and a broad education. Twelve Israeli high school principals were interviewed about external demands imposed on them, their educational policy and modes of operation.
Updated: Mar. 16, 2016
Applications Now Open for AVI CHAI Sponsorship For the 2016 Principals' Center Summer Institute at The Harvard Graduate School Of Education!
This summer, AVI CHAI is excited to once again sponsor day school leaders to attend one of two institutes at The Principals’ Center at the Harvard Graduate School of Education. New candidates, as well as those who have previously attended a summer institute prior to 2014 (with or without AVI CHAI sponsorship), are welcome to apply. The AVI CHAI Foundation believes that effective Jewish day schools require committed and competent leaders who both work to improve their students’ learning and Jewish experiences, and prioritize their own professional growth. We have therefore developed a year-long program, structured around the Harvard Summer Institutes, to help day school leaders achieve these goals.
Updated: Mar. 09, 2016
This paper reviews the research on principalship in the Israeli educational system conducted by Israeli researchers since 2000 till 2013 (53 works) and sheds light on varied aspects of this managerial career. The major conclusion arising from this review refers to the varied, inchoate, diverse, and fragmented nature of the research on principalship in Israel, stemming, at least in part, from the very small number of researchers in the field of educational administration in this country. Thus, the research into principalship in Israel involves activities in a loosely connected array of sites of inquiry rather than a single or even coherent field of study along the lines of problem foci and clear scholarly directions that continue to exist for a long time.
Updated: Dec. 02, 2015
Leadership for Equity and Social Justice in Arab and Jewish Schools in Israel: Leadership Trajectories and Pedagogical Praxis
The research investigated how principals in Israel’s Jewish and Arab school systems perceive and practice their role in promoting equitable education to bridge socio-economic and pedagogic gaps. It asked how Jewish and Arab principals understand the concept of social justice and what they do in order to promote social justice reality in their schools. Semi-structured interviews were conducted with 10 Arab and Jewish principals. Analysis of interviews indicated that Israeli education policy perpetuates ethnic and social gaps. The principals reported different personal trajectories that shaped their perceptions of social and described strategies used to promote social justice.
Updated: Mar. 10, 2015
This study seeks to investigate the teacher shortage from the school perspective. It was guided by the assumption that activities occurring on the micro level, i.e., strategies implemented by school principals in order to cope with the shortage, mask the situation. Following this assumption the study aimed to reveal these strategies and their impact on teaching and learning in schools. The research methodology included surveys of school principals and regional inspectors and examination over two years of job advertisements appearing on teacher union internet sites. Findings reveal an ongoing search for teachers throughout the school year and a balance between supply and demand toward the beginning of the school year.
Updated: Jun. 25, 2014
Applications Now Open for AVI CHAI Sponsorship For the 2014 Principals' Center Summer Institute at The Harvard Graduate School Of Education!
This summer, AVI CHAI will sponsor up to 20 day school leaders to attend one of two institutes at The Principal’s Center at the Harvard Graduate School of Education. The two institutes are: Improving Schools: The Art of Leadership (AOL), for leaders with 1-3 years of experience; and Leadership: An Evolving Vision (LEV), for leaders with 3+ years of experience. In addition to exposure to the speakers, strategies, and tools that Harvard has to offer, AVI CHAI is providing opportunities to help our Jewish day school cohort apply the learning to a day school context.
Updated: Mar. 05, 2014
Applications Now Open for AVI CHAI Sponsorship For the Principals' Center Summer Institute at The Harvard Graduate School Of Education!
As in the past, this summer The AVI CHAI Foundation will sponsor up to 20 day school leaders to attend one of two institutes at The Principals’ Center at the Harvard Graduate School of Education. This year, in addition to accepting new candidates, AVI CHAI is also opening the application process to alumni of these institutes, both those who were sponsored by AVI CHAI and those who came on their own. The application Deadline: March 22, 2013.
Updated: Feb. 26, 2013
This report is based on a survey sponsored by The AVI CHAI Foundation during the 2005-06 school year of slightly more than 500 day school principals listed in the directories for Community, Solomon Schechter (Conservative), Reform and Modern and Centrist Orthodox institutions carried out by Dr. Marvin Schick. This survey represents a first effort to obtain broad-based information about day school leaders. The study achieved a high response rate of over 75% and thus provides highly reliable data about the personal characteristics and the professional backgrounds of educational leaders in day schools.
Updated: May. 10, 2009
The purpose of this study, carried out by the JADE program, is to provide an up-to-date report of the formal education institutions in the small Jewish communities in Europe as of 2006. The study deals with: Jewish schools in Europe 2006; Jewish school student populations; Jewish subject matter teachers; contents and syllabi of Jewish subjects; school principals
Updated: Mar. 18, 2008