Jewish Day School Teachers: Career Commitments in the 21st Century

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dc.contributor.author Tamir, Eran
dc.contributor.author Lesik, Sally
dc.date.accessioned 2017-11-02T14:45:57Z
dc.date.available 2017-11-02T14:45:57Z
dc.date.issued 2013-06-14
dc.identifier.citation Lesik, Sally & Tanurm Erab, (2013). Jewish Day School Teachers: Career Commitments in the 21st Century. Journal of Jewish Education, 79(2), 131-156.
dc.identifier.uri http://hdl.handle.net/10192/34690
dc.description.abstract 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 (EJSS; N = 552) and the DeLeT Longitudinal Project (N = 77) which tracks JDS teachers prepared by the DeLeT programs at Brandeis University and Hebrew Union College-Jewish Institute of Religion (HUC-JIR). The study identified two distinct profiles of teachers among EJSS teachers, which we termed (a) very engaged teachers, and (b) disengaged and unsupported teachers. Moving to DeLeT teachers, we identified two different profiles: (a) well supported teachers, and (b) very engaged and unsupported teachers. While these profiles describe a somewhat gloomy story of Jewish day schools, they also offer a glimpse of hope, if further proactive steps are taken.
dc.language English
dc.language.iso en
dc.publisher Routledge
dc.rights Copyright Eran Tamir & Sally Lesik 2013
dc.subject learning conditions
dc.subject Jewish day schools
dc.title Jewish Day School Teachers: Career Commitments in the 21st Century
dc.type Article
dc.identifier.doi 10.1080/15244113.2013.783253


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