Professional Culture and Professional Development in Jewish Schools: Teachers’ Perceptions and Experiences

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dc.contributor.author Stodolsky, Susan
dc.contributor.author Dorph, Gail
dc.contributor.author Feiman-Nemser, Sharon
dc.date.accessioned 2017-11-03T16:08:36Z
dc.date.available 2017-11-03T16:08:36Z
dc.date.issued 2006
dc.identifier.citation Stodolsky, S.; Dorph, G.; Feiman-Nemer, S. (2006). Professional Culture and Professional Development in Jewish Schools: Teachers' Perceptions and Experiences. Journal of Jewish Education, 72(2), 91-108. en_US
dc.identifier.issn 1554-611X
dc.identifier.uri http://hdl.handle.net/10192/34711
dc.description.abstract In this article, we report a study of professional culture and professional development in Jewish schools based on surveys of teachers and other staff and interviews with principals. We first introduce three key constructs: professional culture, professional development, and professional learning communities. We then describe research that has identified features of each that support teacher learning. With this background in mind, we compare the current realities in Jewish schools as gleaned through the survey with typical public schools and with the features of schools identified in the literature as supportive of teacher learning and collegiality. Finally, we suggest the next steps that might be taken to improve Jewish schools as settings in which teacher growth and learning flourish. en_US
dc.publisher Routledge en_US
dc.rights Copyright by Network for Research in Jewish Education en_US
dc.subject Jewish day schools en_US
dc.subject professional development en_US
dc.subject pedagogy of Jewish studies en_US
dc.subject teacher preparation en_US
dc.title Professional Culture and Professional Development in Jewish Schools: Teachers’ Perceptions and Experiences en
dc.type Article en_US
dc.identifier.doi 10.1080/00216240600561866 en_US


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