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Last update in this section: July 17, 2017
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The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Teacher Education
The Davidson School at JTS and the HUC-JIR School of Education Awarded Major Grant to Renew Jewish Early Childhood Education Leadership Program in Chicago
The William Davidson Graduate School of Jewish Education of The Jewish Theological Seminary, in partnership with the Hebrew Union College-Jewish Institute of Religion School of Education, will launch a second Chicago-based cohort of the Jewish Early Childhood Education Leadership Institute (JECELI) with renewed support from The Crown Family. This model program recently graduated a cohort of 17 Jewish early childhood educators. The program develops leadership in programs for young children and their families, which in turn strengthens the Jewish community. and institutions.
Publication Year: July 5, 2017    |    Updated in JTEC: July 17, 2017
JTS - Master’s Degree in Jewish Education
Master’s degree programs at the William Davidson Graduate School of Jewish Education are specifically designed to help students cultivate the skills and experience necessary to become sought-after, transformational leaders in Jewish education. Our programs are highly individualized, allowing students—under the guidance of an advisor—to tailor courses of study and practicum placements to their specific goals and interests.
Publication Year: 2017    |    Updated in JTEC: July 17, 2017
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy
We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers’ diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward multiculturalism, and demographics.
Publication Year: 2017    |    Updated in JTEC: July 17, 2017
The Global Citizenship Education Gap: Teacher Perceptions of the Relationship Between Global Citizenship Education and Students’ Socio-Economic Status
The present study examined Israeli secondary school teachers' perceptions of global citizenship education (GCE), concentrating on the socio-economic makeup of the schools' population. The study illuminates how teachers' perceptions of their students' mobility and the imagined futures that teachers attribute to their students may shape teaching. The study involves in-depth, semi-structured interviews with fifteen Israeli teachers at schools catering to student populations of various socio-economic backgrounds within the public, secular Jewish school sector. The study provides evidence of a GCE gap involving students, schools, and teachers, shedding light on this gap's possible consequences. Policy implications of the GCE gap and future research trajectories are introduced and discussed.
Publication Year: 2017    |    Updated in JTEC: June 21, 2017
Inclusive Attitudes: Considering Student Discussion Board Responses as Indicators of Attitudes
Compelling reasons exist for moving toward inclusion of diverse learners in Jewish day schools. Graduate programs face the challenge of preparing pre- and in-service teachers as effective educators for inclusive settings. While the development of skills is vital, the inculcation of positive attitudes regarding diverse learners may be equally important. This article explores the process of using student work to evaluate students’ attitudes in the context of a course on teaching diverse learners in a Master’s degree program.
Publication Year: 2017    |    Updated in JTEC: March 19, 2017
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