Yeshiva Academic Institutional Repository
Yeshiva Academic Institutional Repository (ISSN: 2766-1016), accepts research and scholarship from YU faculty, staff, and students.
Current faculty, staff, and students of Yeshiva University can use YAIR Self-Deposit to deposit research materials in any digital format, including: articles, monographs, theses and dissertations, working papers, technical reports, conference papers and presentations, datasets, software code, images, video, and other multimedia creations.
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YAIR is dedicated to the memory of Leah Adler, z"l, Head Librarian of Hebraica-Judaica at Yeshiva University for 33 years, and is made possible with support from an appreciative donor.
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- Student Organization of Yeshiva, also known as SOY, focuses on fulfilling the religious needs of Yeshiva University's Wilf Campus Students.
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Yeshiva University • Belfer Graduate School of Science • 1969-1972
(Office of the Registrar, 1969) Office of the Registrar
This catalog includes information on the Belfer Graduate Science Program: Chemistry, Mathematics, and Physics, as well as Science Education. Information also included: Admission, tuition, faculty, course descriptions.
Yeshiva University Belfer Graduate School of Science • Catalog 1974-1976
(Office of the Registrar, 1974) Office of the Registrar
This catalog includes information on the Belfer science program: Chemistry, Math, Physics, and Science Education.
Teacher perceptions of the leadership style of school principals, and their impact on predicted teacher retention
(Yeshiva University, 2024-08) Herman, Bradley Everett; Salomon, Laya; Krakowski, Moshe; Turetsky, Ilana
This dissertation examines teachers’ job satisfaction and discusses teachers’ prediction of their longevity in Jewish day schools. These attitudes are researched through the lens of the teachers’ perceptions of their principals’ leadership style. The hypothesis of this study is that the greater the role principals allow teachers to play in the curricular decisions and instructional programming of the school, the more likely it is that teachers will be more satisfied with their jobs, and therefore remain, not only in the school, but in the teaching profession overall. Two leadership styles are defined and discussed: transactional leadership and transformational leadership. These leadership styles are examined in the context of five different areas of a principals’ daily job activities. The areas examined were the principals’ leadership style in building administration and procedures, lesson planning, classroom management and student discipline, professional development, and rapport with teachers. The study's findings tell us that teachers will be more satisfied with their positions when given a voice in the school's instructional decisions. The data informs us that teachers feel more satisfied when they collaborate with the principal on decision making in certain areas of the management of the school, such as teacher professional development. The data inform us that teachers are more satisfied when they work for a transactional principal in the realm of building administration and procedures. The data inform us that teachers are more satisfied when they work for a transformational principal in the realms of classroom management and professional development. No correlation was found between the leadership style of the principal in the realms of lesson planning and rapport with teachers. A negative correlation was found between first year teachers and a transformational principal in the realm of professional development regarding the likelihood of staying in the teaching profession. These findings are addressed in the discussion section of this dissertation.
A portrait of Orthodox Jewish general studies teachers at Orthodox Jewish day schools
(Yeshiva University, 2024-06) Schwerd-Reisbaum, Karen; Salomon, Laya; Schiffman, Mordechai; Turetsky, Ilana
The purpose of this study is to examine a group of Jewish educators who are otherwise excluded within the scope of Jewish education research. Few studies examine Orthodox Jewish general studies teachers, and even fewer studies include Orthodox Jewish general studies teachers who teach at Orthodox Jewish day schools. The purpose of this study is to shed light on the current workforce of Orthodox Jewish general studies teachers who teach at Orthodox Jewish day schools, their qualifications, motivations for choosing to teach general studies at Orthodox Jewish day schools, and their perceptions of the integration of personal religious beliefs into general studies curriculum and classrooms. The study utilizes both a quantitative survey and a qualitative phenomenological approach.
More than 150 employed teachers participated in the quantitative survey. The final question of the survey invited those surveyed to participate in a follow-up interview. Thirty-five volunteers offered to be interviewed. Twelve employed teaching professionals were selected based on the criteria of the study to be interviewed extensively about their backgrounds, motivations, and perceptions of integration of Orthodox Judaism in their general studies teaching.
The key findings in the quantitative data shape a portrait of this group. Orthodox Jewish general studies teachers report they choose teaching as a first career, are well-educated, qualified to teach within the public school domain, and are passionate about teaching in general, with untold passion toward the subjects they teach. Contradicting these findings, the qualitative responses indicate these teachers do not choose teaching general studies as their primary career choice. Both the quantitative and qualitative findings reveal the participants stressing the importance of integrating their religious beliefs into their curriculum. The qualitative data reports of the participants' perceived role as Orthodox Jewish educators and their vision of how their Orthodox Jewish identity impacts their teaching.
It is the hope that this research will allow stakeholders within the field of Orthodox Jewish education, as well as in the larger Orthodox Jewish community, to recognize the significance, contribution, and impact Orthodox Jewish general studies teachers have upon children in Orthodox Jewish day schools, to mitigate the shortage of teachers by motivating suitable candidates, and to use the findings for much-needed guidance and support in planning and executing meaningful general studies learning specific to Orthodox Jewish children.
The Yeshiva University Observer ; November 2024
(Yeshiva University, 2024-11) Goldberg, Emily Rose
Highlights:
• Here at Yeshiva University, Where Are Our Torah Values?
• YU Restaurants are Failing
• The Case for Decency
• SCDS: A Place for Everyone at YU