Search results for: Kass Efrat
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Career Choice Among Academically Excellent Students: Choosing Teaching Career as a Corrective Experience
The present study examined implicit motivations of academically excellent students' choice of teaching careers rather than more prestigious occupations. Open, in-depth interviews were conducted with twelve students. Findings indicate that choosing a career in teaching served as a corrective experience for painful past experiences, and revealed four types of implicit motivations: (1) The experience of helplessness and the need to strengthen the sense of self-efficacy (2) The search for interpersonal boundaries as markers of identity (3) The need to belong: Warmth, caring, and individual attention and (4) Compensation for an unjust and humiliating experience in childhood.
Updated: Jun. 28, 2018
Nishma, a one-year-old sociological and market research firm, published a new study titled “The Nishma Profile of American Modern Orthodox Jews.” While the survey attempts to present an objective view of the Modern Orthodox community’s thoughts on religious life, the results provide instructive, and perhaps unintended, information about the respondents’ financial, rather than social or religious, concerns. Some observers have sought to focus on the answers it gives to potentially divisive questions about women in Orthodoxy, referring specifically to the “schism” about women serving as rabbis. However, the starker results of the survey reach a conclusion that, by far, unites all factions of the Modern Orthodox community. That concern is, in fact, how to support children and pay tuition for them to attend Jewish schools, how to keep kosher in a world with increasingly rising costs, and how to survive in increasingly expensive neighborhoods.
Updated: Oct. 25, 2017
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