Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional…

Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools--the who, what, when, where, how, and why questions. Additionally, comparisons are made between…

Drawing on a multi-sited global ethnography of elite schools, this article explores how these institutions work to produce subjects that will thrive in a globalized world. We examine how despite a similar commitment to global citizenship education and a cosmopolitan orientation across all schools, the intersections between the transnational and…

Social development may vary depending on contextual factors, such as attending a day school or a boarding school. The present study compares students from these school types with regard to the achievement of specific social goals, perceived social support, and reported prosocial behaviour. A sample of 701 students was examined. Students from…

This study examined principals' perceptions of their instructional leadership behavior. It incorporates a mixed-methodology and explored principals' perceptions of instructional leadership as defined by Hallinger and Murphy (1985). The perceptions of male and female principals' instructional leadership behaviors were compared. In addition, other…

This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day…

Stories of Indigenous children forced to leave their communities to attend residential schools have haunted Canadians in recent years. Yet most Indigenous children in Canada attended "Indian day schools," and later public schools, near their home communities. Although church and government officials often kept detailed administrative…

The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child's disability. In the latter group, the themes of loneliness and…

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…

In Germany, three groups can be identified who work in all-day schools and take on pedagogical tasks in extended education: Teachers, pedagogical staff, and staff without a pedagogical qualification (lay pedagogues). While the professionalisation debate on teachers and pedagogical staff already exists, there is a lack of knowledge on lay staff. In…

What is Israel in the minds and hearts of young American Jewish children? Through interviews and photo and music elicitation exercises, this research uncovers how day school kindergarten students conceive of Israel. This study, part of an ongoing longitudinal project, shows how 5- and 6-year-old children are able to form a multilayered conception…

School-wide positive behavioral support (SWPBS) is an evidence-based strategy to alter the school environment by improving procedures to promote appropriate behaviors of all students. Although research has indicated that SWPBS is an empirically supported and effective intervention in reducing disruptive behaviors in most students, results have…

The present study sought to establish the influence of parenting styles on adolescent academic achievement in day secondary schools in North Rachuonyo Sub-County, Kenya. Baumrind's theory of parenting style informed the study. The Concurrent Triangulation Design was used. The target population comprised 2409 day secondary students registered for…

The dual curriculum model ubiquitous to Orthodox Jewish day schools in North America typically bifurcates into religious (Judaic) studies and general studies. While most classes generally fit into one of those two halves of the curriculum, some classes are not intuitively categorized as wholly belonging to one part over the other. One of those…

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours.…