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Administrators Perceptions of Curriculum Integration in Jewish Day Schools. Edition No. 1
VDM Publishing House, April 2008, Pages: 120
Administrators Perceptions of Curriculum Integration within Jewish Community Day Schools This in-depth study investigated administrators? perceptions regarding the extent of curriculum integration implementation within Jewish community day schools in a Northeastern state. This study was the largest study of its type to date, investigating curriculum integration practices of nine of ten Jewish community day schools in a Northeastern state. The study involved intensive interviews with directors of general and Judaic studies and their principals. The major conclusions in this study were: 1. While principals varied across schools in their perceptions of the degree of curriculum integration within their schools, there were also variations among administrator perceptions within schools that had directors of Judaic and/or general studies. 2. The most complete models of curriculum integration as reported by Jacobs (1989), the integrated day model and the complete program design model, were beyond the capacity of the schools? within this study abilities to implement. 3. Although the extent of curriculum integration varied among schools, almost all administrators reported distinct advantages for such implementation within their schools. These advantages included: greater appreciation of ones religion, increase of relevance in subject matter, breaks down barriers between the curriculum, more beneficial and meaningful to the students, and improves communication and teamwork among the staff. 4. Although administrators in this study cited numerous advantages to curriculum integration, a subset cited several potential disadvantages. These included: integrating when seemingly inappropriate, integrating at the expense of covering the curriculum and the potential trivialization of the Judaic studies curriculum. 5. Twelve of fourteen administrators cited numerous obstacles in implementing curriculum integration within schools. These included: a lack of planning time or a limitation of time for teachers to meet collaboratively, an increased cost to properly implement the curriculum and a lack of qualified staff that can cross the curricula.
Rabbi Dr. Brad (Boaz) Tomsky 129 Beach 133rd Street Belle Harbor, NY. 11694 718-474-1143 email@example.com EDUCATION University of Hartford, Ed.D., Doctoral Program in Educational Leadership, May 2007, Hartford, Connecticut-Dissertation topic: Curriculum Integration Touro College, Post Graduate Certificate in Advanced Rabbinic?s and Synagogue Administration, June 2004, New York, New York Barry University, M.B.A. with a concentration in Finance, July 1998, Miami, Florida Talmudic University of Florida, Rabbinical Ordination, January 1998, Miami, Florida Talmudic University of Florida, Bachelors of Rabbinical Education, July, 1994, Miami, Florida Ner Israel Rabbinical College, H.S. Diploma, June 1990, Baltimore, Maryland RELATED EXPERIENCE ? Principal, Yeshiva of Belle Harbor Belle Harbor, New York; 2005-present ? Professor of Business program, University of New Haven, New Haven, Connecticut; 2002-2005 ? Student Activities Coordinator and Middle School Instructor Bi-Cultural Day School, Stamford, Connecticut; 2001-2005 ? Professor of Marketing, Accounting and Financial Management programs, Husson and Beal College, Bangor, Maine; 1999-2001 ? Principal, Congregation Beth Abraham Afternoon School, Bangor, Maine; 1999-2001 ? Middle School Instructor, Mesivta Middle School Miami Beach, Florida; 1998-1999 ? High School Instructor, Hebrew Academy, Miami, Florida; 1997-1998 OTHER EMPLOYMENT ? Rabbi for Congregation Ohab Zedek Belle Harbor, New York; 2005-present ? Rabbi for Congregation Ohawe Sh, Pawtucket, Rhode Island; 2002-2005 ? Rabbi for Congregation Beth Abraham in Bangor, Maine; 1999-2001 PROFESSIONAL EXPERIENCE ACADEMIC ? Develop, implement, and instruct Judaic and general studies curriculum ? Integrate conflict resolution methods with school classroom pedagogy ? Design and implement curriculum ADMINISTRATIVE ? Mentor, supervise, and evaluate Judaic and general studies faculty ? Manage school with fiscal responsibility ? Active role in grant writing, fundraising and public relations within community PROGRAMMING ? Plan, organize, and coordinate student programs, trips and extra-curricular functions ? Initiate and supervise parent-child Learnathon Evenings and Adult Education References are provided upon request