Section archive - Education & Administration
Page 9/33 329 items
The Impact of Teachers’ Perceived Behavioral Integrity of their Supervisor on Teacher Job Satisfaction in Modern Orthodox Jewish Day Schools
This study focuses on teacher job satisfaction in Modern Orthodox Jewish day schools and how it is impacted by a teacher’s perception of their supervisor’s word-deed alignment, also called “perceived behavioral integrity,” the extent to which a supervisor’s behavior matches the values and vision he or she articulates. The literature suggests that there is a strong relationship between perceived behavioral integrity, trust, and job satisfaction. Based on surveys of 230 full-time teachers in Modern Orthodox Jewish day schools, this study considered the degree to which perceived behavioral integrity predicts teacher job satisfaction, taking the role of trust into account.
Updated: Jun. 28, 2017
Three outstanding Jewish educators who are taking their visions of deeply engaging Judaism and igniting them into reality - are the 2017 recipients of The Covenant Award. Rabbi Tully Harcsztark, Founding Principal of SAR High School in Riverdale, NY; Meredith Englander Polsky, National Director of Institutes and Training at Matan in New York, and Developmental Support Coordinator at Temple Beth Ami Nursery School in Rockville, MD; and Dr. Jane Shapiro, Co-Founder of Orot: Center for New Jewish Learning in Skokie, IL are the recipients of the Award, which is among the highest honors in the field of Jewish education.
Updated: Jun. 14, 2017
The Union for Reform Judaism (URJ) has found a strong and meaningful vehicle in the Community of Practice (CoP) strategy, which convenes cohorts of congregational leaders for long-term, innovative learning about a topic of shared interest. Participating congregations form teams of lay leaders and professionals who connect with other teams, learn together, and apply their learning by experimenting in their community. We take pride in the fact that URJ Communities of Practice are currently connecting and working to inspire change in more than 100 congregations.
Updated: May. 29, 2017
Between packing school lunches, orthodontist appointments, tennis practices and juggling two different school pickups for her 15- and 8-year-olds, Lauren Train appreciates knowing that the cost of private Jewish high school won’t weigh quite as heavy come September. In March, Train learned that her son’s tuition at The Anne & Max Tanenbaum Community Hebrew Academy of Toronto (TanenbaumCHAT) will cost them about $10,000 less next year (all currency is in Canadian dollars), thanks to philanthropic giving through the United Jewish Appeal Federation of the Greater Toronto Area.
Updated: May. 03, 2017
So, what should our outcomes be? First, Jewish learning is an end in itself. Our tradition values education as one of the most essential aspects of being a Jew. About that there is no question, no matter what its impact may be on later Jewish identity. Second, giving young people the best possible Jewish education increases the likelihood that being Jewish will speak to them in their personal lives. It can become a source of values and ideas, some of which will run counter to the weaknesses of the culture in which we live. We want to cultivate those dispositions in the people that we educate, and we believe as educators that Judaism as a religion and Jewish culture in its broadest sense offers a tradition of wisdom and practice that can make a difference in an individual’s life and in bettering the state of the world.
Updated: May. 03, 2017
The Jewish world needs to realize that the world has changed considerably since most institutions of Jewish education were established. In order to have impact on the vast majority of Jews today, Jewish education must stop defaulting to literacy over values, texts over ethics, and the past over the present and future. For Jewish learning to be both meaningful and relevant it must empower Jews (and fellow travelers) to thrive—in their personal success and happiness, in being more socially connected to each other and their communities—and better equipped to make the world a better place.
Updated: May. 03, 2017
There is a Price to Pay for Having a Price to Pay: Where Should Innovation Live in the Jewish Day School Ecosystem?
As I have indicated before, it will be my intent (in a May blog post) to clarify how Prizmah intends to engage with Jewish day schools in the innovation space. Here, in my penultimate “Innovation Alley” blog post, I’d like to zoom in on how disruption and collaboration function – or don’t – in the Jewish educational ecosystem.
Updated: Apr. 26, 2017
This study explored the use of a scaffolding technique in order to develop critical thinking skills and dispositions while using the infusion method of teaching critical thinking within the context of specific subject matter. Two specific skills were examined: the students were asked to compare and contrast Biblical textual stories (analysis) and then to generate abstract categories to describe the elements they had compared (evaluation).The disposition examined was the self-confidence to reason independently, without teacher direction, in order to encourage learner autonomy.
Updated: Apr. 19, 2017
Introducing Smart Money: Recommendations for an Educational Technology and Digital Engagement Investment Strategy
In just a few days, Jewish philanthropists, foundation professionals and communal leaders will join together in Atlanta at the Jewish Funders Network (JFN) 2017 conference. We will learn, question, and explore a range of topics of import to our collective work. For our foundations – the Jim Joseph Foundation and William Davidson Foundation – JFN 2017 will provide a special opportunity to share and discuss just-released findings from Smart Money: Recommendations for an Educational Technology and Digital Engagement Investment Strategy, a new report based on research conducted by Lewis J. Bernstein and Associates this past year.
Updated: Apr. 05, 2017
Will My Child Get a Place? An Assessment of Supply and Demand of Jewish Secondary School Places in London and Surrounding Areas
This study, which was commissioned by Partnerships for Jewish Schools (PaJeS), takes an in-depth statistical look at the demand for places for Jewish secondary schools in London over the past few years, and makes key projections for the future. The report is authored by Institute of Jewish Policy Research (JPR) researchers Dr. Daniel Staetsky and Dr. Jonathan Boyd, and grapples with an issue that has been of growing concern in the London Jewish community for some time.
Updated: Apr. 05, 2017