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Administrators' perceptions of curri...

Tomsky, Brad.

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Administrators' perceptions of curriculum integration within Jewish community day schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Administrators' perceptions of curriculum integration within Jewish community day schools./
Author:	Tomsky, Brad.
Description:	168 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0866.
Contained By:	Dissertation Abstracts International68-03A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3256094

Administrators' perceptions of curriculum integration within Jewish community day schools.
Tomsky, Brad.

Administrators' perceptions of curriculum integration within Jewish community day schools. - 168 p.

Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0866.

Thesis (Ed.D.)--University of Hartford, 2007.

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. 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 one's religion, increase of relevance in subject matter, breaking down barriers between the curriculum, being more beneficial and meaningful to the students, and improving 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.Subjects--Topical Terms:

626645
Education, Administration.

Administrators' perceptions of curriculum integration within Jewish community day schools.
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245 1 0 $a Administrators' perceptions of curriculum integration within Jewish community day schools.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0866.
500 $a Adviser: Donn Weinholtz.
502 $a Thesis (Ed.D.)--University of Hartford, 2007.
520 $a 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. 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 one's religion, increase of relevance in subject matter, breaking down barriers between the curriculum, being more beneficial and meaningful to the students, and improving 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.
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