This story is reprinted from Brandeis NOW.
Four new books by Brandeis faculty members offer insights resulting from many years of research into questions about what really happens between teachers and learners in classrooms. At a recent book party, Sharon Feiman-Nemser and Vivian Troen of the Mandel Center for Studies in Jewish Education and Helen Featherstone and Susan Jean Mayer of the Education Program shared some highlights from their latest works with an enthusiastic audience of faculty members, staff, students and friends.
Moderator Marya Levenson, director of the Education Program, said the books “provide depth and understanding. We need to talk about what teaching is, and what we need to do to support teacher development.” Continue reading
What do we know about how the financial crisis, now almost three years old, has affected Jewish day schools? According to Mandel Center Senior Research Associate Eran Tamir, coverage by the mainstream and Jewish media has focused on the views of federation professionals, philanthropists, school leaders and administrators. Their views, which don’t always reflect the experiences of teachers and the impact on classrooms, have nevertheless framed the public discussion.
In his latest paper [PDF], part of the DeLeT Longitudinal Survey project, Tamir investigates how the recession is directly affecting teachers and their teaching at the classroom level, in their work with children. Continue reading
New teachers leave Jewish Day Schools at an alarming rate – up to five times the rate of public school teachers, according to some researchers. This constant turnover drains schools of talent, morale, and money, as administrators continually scramble to recruit and hire new candidates. How can we stop that scramble? At the Mandel Center’s Induction Partnership Project we offer a solution backed by current research and practical experience: build strong systems of new teacher induction. When schools invest in new teachers’ success, the benefits reach far beyond those teachers’ classrooms. A thoughtfully-planned induction program can build a strong and stable faculty, transform a school’s professional culture, and improve the quality of teaching offered to all its students. Continue reading