Search results for: Glanz Jeffrey
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Encouraging and Discouraging Factors in the Decision to Become an Israeli Leader in Religious Schools: Implications for Reforming Bureaucratic Mandates of the Ministry of Education
This mixed methodology study explored the reasons that teachers in Israel are motivated to become school leaders, and the relative importance of the different discouraging factors that worked against such interest. A cross-national Israeli survey included 39 individual interviews, 2 focus groups of 25 teachers each, and a questionnaire completed by 149 teachers working in Jewish schools. Findings indicate a sense of mission and personal challenge motivated our sample. The most significant discouraging factor was the perceived inability to circumvent bureaucratic constraints imposed by the Ministry of Education. Implications and reform efforts for reducing bureaucratic constraints upon school leaders are discussed.
Updated: May. 25, 2021
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.
Updated: May. 09, 2018
Team-Based Simulation: Toward Developing Ethical Guidelines Among American and Israeli Teachers in Jewish Schools
This study attempts to explore Israeli and American teachers’ perceptions based on their ethical dilemmas in Jewish schools. A cross-national study was undertaken in Jewish schools, examining fifty teachers from Israel and fifty-one teachers from the United States. Designed with team-based simulations, this study revealed strong similarities between teachers’ ethical dilemmas in both Israel and the United States. Several differences were found in the ethical guidelines participants created, based on contextual, school-related factors. This study suggests that ethical guidelines should be developed by teachers and that the use of team-based simulations is warranted to assist teachers in ethical decision making.
Updated: Jul. 27, 2016
Improving Instructional Quality in Jewish Day Schools and Yeshivot: Best Practices Culled from Research and the Field
This monograph, in an academic manner, summarizes extant literature in the field of instructional leadership, culls best practices from private and public schools, provides, in a practical vein, recommendations to enhance a school’s instructional program, and suggests strategies and steps to foster instructional excellence. The monograph includes an annotated reference list for further information and several questionnaires designed to assess instructional effectiveness.
Updated: Aug. 28, 2012