Search results for: Evaluation
Page 1/2 14 items
This paper examines evaluation data use practices of a network of schools implementing an internal, independent, school self-evaluation process for more than a decade. This network currently uses data on its strengths alongside data indicative of its weaknesses, collecting and utilizing both positive and negative data for improvement and accountability purposes. Our findings suggest that identifying strengths is one of the valid goals and outcomes of evaluation, shedding light on its potential to enhance school ethos, and to promote a positive attitude toward evaluation processes and their subsequent effects.
Updated: Jan. 15, 2020
This is a Jewish summer camp. This camp is participating in the Hiddur Initiative, a multiyear project of the Foundation for Jewish Camp (FJC).Hiddur aims to deepen the ways in which eight Jewish summer camps across the country think about Jewish education. Rosov Consulting has been working closely with funders, stakeholders and the camps themselves for the last two years, and my visit is part of our annual “site observations” at all eight camps.
Updated: Aug. 06, 2019
As Moishe House’s Jewish Education Retreats Manager, I recently had the opportunity to participate in a focus group of sorts with the Moishe House Jewish Education Team. Our team began the weekend with a clear task at hand: quantify the unquantifiable by creating a rubric for what constitutes Jewish education at Moishe House Jewish learning events—the Jewish Learning Tree. Why? To give some clarity and examples of Jewish learning programs for our Moishe House residents, Moishe House Without Walls hosts, Peer-Led Retreat facilitators and others who often have questions about how to infuse their programs with Jewish content.
Updated: Aug. 06, 2019
The Added Value of a New Interviewing Tool for the Selection of Candidates for the Teaching Profession
An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it. The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools.
Updated: Jul. 31, 2019
In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.
Updated: Jul. 07, 2019
The Jim Joseph Foundation created the Education Initiative to increase the number of educators and educational leaders who are prepared to design and implement high-quality Jewish education programs. The Foundation granted $45 million to three premier Jewish higher education institutions--Hebrew Union College–Jewish Institute of Religion (HUC-JIR), the Jewish Theological Seminary (JTS), and Yeshiva University (YU)--(each institution received $15 million) and challenged them to plan and implement programs that used new content and teaching approaches to increase the number of highly qualified Jewish educators serving the field. As with nearly every major Foundation grant, independent evaluation was built into the grant from the outset. Annually, American Institutes for Research (AIR) provided the Foundation with a comprehensive evaluation of nearly every aspect of the Initiative – number of program enrollees and their experience in the workplace; how the institutions were working together; progress on programs achieving sustainability; and more. Now, with the final evaluation, recently completed, we believe the field has much to learn from the Foundation’s and grant partners’ experience with this investment.
Updated: Nov. 02, 2016
The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System
The goal of the current research is to evaluate the contribution of school climate and teaching quality to the improvement of students ’ learning achievements in elementary schools and junior high schools, according to a national external evaluation system, the measurements of school efficiency and growth tests (MEITZAV). 60 schools took part in the research, including 158 5th grades and 157 8th grades. The information about their achievements was taken from the open database of the Israel Ministry of Education.
Updated: Sep. 08, 2016
This design experiment in prayer education for Jewish students was motivated by a current educational concern: educating for spirituality and religious practice. Educators are tasked with formally nurturing spirituality (Wright 2001). It is known that attitude to religious observance may change during adolescence (Hyde 1963), thus attitude to prayer needs attention. The effects/consequences of prayer understanding reach beyond religious practice itself, to encompass issues of faith, identity, spiritual development and well-being (Sigel 2009). Here quantitative and qualitative analysis is used to measure the effects of a tefillah (prayer and its understanding) course on student attitudes to prayer.
Updated: Apr. 20, 2016
Establishing what we set out to do in formal Jewish education settings is often complex, and evaluating it can be slippery as we try to develop measures for what seems highly personal. Adding the variable of informal Jewish settings, with its socio-emotional or other affective agenda, only adds even more complexity to this problem. Still, in an increasingly demanding philanthropic marketplace, with board members, foundations and supporters caring deeply about the impact of their investment, it is our responsibility to show the value of their investment. We need to move beyond our ‘feelings,’ anecdotal assessments or purely numerical accounts of people in chairs. We need to be able to say with authority, integrity, and even some degree of empirical certainty that we are doing great work.
Updated: Aug. 02, 2015
What does it take to achieve excellence in Hebrew education? A willingness on behalf of the leaders and community to engage in a critical examination of an already successful program. At the Epstein School in Atlanta, we had developed a reputation as a school with a highly successful Hebrew immersion program. And yet, internally, we knew we could do better; there were gaps in achievement that we struggled to address, and we needed the perspective of an outside expert to help give us a bigger picture on the program’s goals and implementation. Many schools would question why we spent time and resources to fix what isn’t broken when there are so many demands on our plates. This article chronicles how we embarked on the journey to ensure our students receive the best immersion services we can provide. We came away with a profound sense of renewed commitment to our values, identity and mission statement.
Updated: Jul. 15, 2015