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Section archive - Education & Administration

Page 7/33 329 items
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61
Principals’ Emotional Support and Teachers’ Emotional Reframing: The Mediating Role of Principals’ Supportive Communication Strategies
Authors: Berkovich Izhak, Eyal Ori
This article seeks to understand how leaders in non-Orthodox American Jewish communities squared an emerging affinity for Jewish day schools with their liberal commitments to public education. Focusing on the period between the mid-1960s and the mid-1970s, and taking 1968 as a turning point, this article explores the ways in which American Jewish leaders understood and formulated a new vision for Jewish education that could allow for both an increased commitment to the education of Jews within exclusively Jewish contexts, yet did not compromise their liberal political commitments to public education. Sensitive both to claims of antisemitism and to fears that they would be seen to endorse "white flight," American Jewish leaders carefully constructed a vision of day school education that they hoped would align both with liberal political commitments and to a concern for the transmission of Jewishness to the next generation.
Published: 2018
Updated: May. 10, 2018
62
The Political Economy of Day Schools
Authors: Kelman Ari Y., Bordelon Janet
This article seeks to understand how leaders in non-Orthodox American Jewish communities squared an emerging affinity for Jewish day schools with their liberal commitments to public education. Focusing on the period between the mid-1960s and the mid-1970s, and taking 1968 as a turning point, this article explores the ways in which American Jewish leaders understood and formulated a new vision for Jewish education that could allow for both an increased commitment to the education of Jews within exclusively Jewish contexts, yet did not compromise their liberal political commitments to public education. Sensitive both to claims of antisemitism and to fears that they would be seen to endorse "white flight," American Jewish leaders carefully constructed a vision of day school education that they hoped would align both with liberal political commitments and to a concern for the transmission of Jewishness to the next generation.
Published: 2018
Updated: May. 09, 2018
63
Prizmah’s Leadership Academy Addresses the Needs of the Day School Field
Authors: Taubenfeld Cohen Jane, Cappell Ilisa
Prizmah seeks to strengthen the ecosystem of day school leadership. We believe that schools with strong lay and professional leadership are in a better position to focus on critical strategic issues facing their communities. We believe that when trust is a governing force between lay and professional teams, schools are well equipped to deal with the challenges and opportunities that come their way. We believe that leadership doesn’t have to be lonely and that there are skills, capacities, and dispositions that can be learned. And we believe we can help. We outline here the steps we have taken to accomplish our ambitious goals and the ways in which our vision is evolving as we learn more about the needs of our lay and professional leaders.
Published: 2018
Updated: May. 09, 2018
64
Instructional Leadership Practices among Principals in Israeli and USA Jewish Schools
Authors: Glanz Jeffrey, Shaked Haim, Rabinowitz Chanina, Shenhav Shmuel
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.
Published: 2018
Updated: May. 09, 2018
65
‘Engaging’ Millennials is All the Rage. But is it the Best Use of Jewish Philanthropy?
Authors: Wertheimer Jack
Engaging young people in their 20s and 30s, the so-called millennial generation, is a high priority for Jewish philanthropists. Some funders have banded together to create new initiatives, including free trips to Israel, with the express purpose of drawing members of this generation into Jewish life. Others have gravitated to the so-called innovation sector, supporting millennials who dream up new programs to entice their peers into some form of Jewish participation. But for all the energy and money expended on such programs, one question remains unanswered: Will these efforts move people from shallow engagement to actively live a Jewish life or deepen their knowledge?
Published: 2018
Updated: May. 02, 2018
66
Israel Steps in to Help Teachers after Parkland School Shooting
Authors: Klein Leichman Abigail
Ten days after the shooting at Stoneman Douglas High School in Parkland, Florida, experts from the Israel Trauma Coalition arrived at the community to guide teachers and community leaders through a “day after” strategy for helping people face the future with resilience.
Published: 2018
Updated: Mar. 19, 2018
67
HaYidion - Prizmah's Journal of Jewish Education: Leadership Dispositions
Authors: Prizmah: Center for Jewish Day Schools
Articles in this issue of Hayidiyon go beyond the skills and knowledge that a school leader requires, to explore the "dispositions," character traits, essential for this role. Half of the contributors currently occupy day school leadership roles; they reflect on the importance of a particular quality to their leadership style and experience. The other half are written by people engaged in training leaders, of Jewish education and beyond. Collectively, the pieces in the issue reflect part of the spectrum of personal qualities that inform the work of successful day school leadership.
Published: 2018
Updated: Mar. 13, 2018
68
Westchester Day School Offering Novel Approach for Tuition Break — Community Volunteering
Authors: Clark Amy Sara
For decades, Jewish day schools have given out financial aid based on need and merit scholarships based on talents students might have that could benefit the school — in sports, for example, or music. This year, Westchester Day School is pioneering a new type of scholarship, one that benefits the local community.
Published: 2018
Updated: Feb. 13, 2018
69
Planning Grant for Hebrew Language Education
Authors: CASJE - Consortium for Applied Studies in Jewish Education
CASJE is undertaking a planning process to explore questions with greatest promise for helping to build the Hebrew language education field. This planning process—supported by The Steinhardt Foundation for Jewish Life, The AVI CHAI Foundation, and Jim Joseph Foundation—builds on CASJE’s previously commissioned reviews of research that can inform the teaching and learning of Hebrew.
Published: 2017
Updated: Feb. 12, 2018
70
2017 Pomegranate Prize Awarded to Five Rising Jewish Educators from Across the Country
Authors: Covenant Foundation
Five emerging Jewish educators received the 2017 Covenant Foundation Pomegranate Prize today at the annual Pomegranate Prize breakfast event. The year’s cohort includes practitioners working in a variety of settings, from synagogue to summer camp and beyond, all dedicated to making a difference in the field of Jewish education
Published: 2017
Updated: Feb. 11, 2018
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