Search results for: Tamir Eran
Page 1/1 7 items
Teacher Education in a New Age of Accountability: How Can Programs Develop Responsible and Valuable Self-Assessment
This paper intends to demonstrate how within the current contentious environment for teacher education in the U.S., two small teacher preparation programs, two sister programs, the Jewish Teacher Education Program (JTEP) of Massachusetts (MA) and California (CA), conducted a voluntary coordinated long-term self-evaluation study, that partially responded to external accountability pressures by the Federal administration, state agencies and various private and non-governmental organizations. In particular, we focus on findings about graduates’ preparation experiences and sense of preparedness for teaching, as well as how they perceived their faculty strengths and weaknesses and programs’ effectiveness.
Updated: Sep. 10, 2020
This research examines the division of one religious-Zionist elementary public school in Israel. Led by the Parents’ School Committee (PSC), discussions soon resulted in a fierce religious culture war between two groups of liberal and conservative parents who had two separate visions for the future of the school. Semi-structured interviews were conducted with prominent PSC members. Interviews were analyzed to outline the culture war that divided the community and led to the foundation of a conservative school with gender separation and a liberal school with no gender separation for young children.
Updated: Aug. 06, 2019
Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be.
Updated: Aug. 09, 2017
DeLeT Graduates' Perceptions of the Program and Their Preparedness For Teaching : An Evaluation Report
The DeLeT program was established in 2002 in response to three decades of expansion in non - orthodox Jewish day schools. This created a demand for teachers prepared to teach in these new schools. In the 12 years since the program’s inception, DeLeT at Brandeis and HUC - JIR have prepared close to 200 teachers who are teaching across the nation in 18 states and more than 46 schools. This report focuses on how DeLeT graduates from both programs perceive their preparedness for day school teaching, as well as how they perceive the DeLeT faculty and the programs’ strengths and weaknesses. It also examines similarities and differences between the two programs and offers possible explanations for the handful of differences we identified. Such an in - depth examination of graduates’ perspectives provides valuable formative feedback to both programs.
Updated: Feb. 19, 2015
This research identifies four profiles of Jewish day school (JDS) teachers and analyzes their association with teacher retention in JDSs and Jewish education. We employed a comprehensive sample of JDS teachers from the Educators in Jewish Schools Study and the DeLeT Longitudinal Project which tracks JDS teachers prepared by the DeLeT programs at Brandeis University and Hebrew Union College-Jewish Institute of Religion (HUC-JIR).
Updated: Jun. 25, 2013
Eran Tamir, a senior research associate at the Mandel Center for Studies in Jewish Education at Brandeis University, criticizes research methods currently employed in evaluation research of Jewish education initiatives. He suggests that researchers should build on each other’s work and create over time well-established and validated measures, ultimately yielding more dependable information regarding program impact, inform funding decisions, and advance knowledge and understanding.
Updated: Feb. 29, 2012
Teacher Retention and Career Commitments Among DeLeT Graduates: The Intersection of Teachers' Background, Preparation for Teaching, and School Context
This article analyzes the career commitments and retention patterns among graduates of the DeLeT program (Day School Leadership Through Teaching) who were prepared for day-school teaching at Brandeis University and Hebrew Union College-Jewish Institute of Religion. The findings suggest that those who stay in Jewish day school teaching are likely to do so because of more commitment to the Jewish community, greater perception of effective teacher preparation experience, and better school support in comparison to those who leave teaching in this setting
Updated: Aug. 02, 2011