Leadership Perspectives on the Financial Sustainability of Non-Orthodox Jewish Day Schools in Toronto

Autor/in	Goldsweig, Seth Jason
Titel	Leadership Perspectives on the Financial Sustainability of Non-Orthodox Jewish Day Schools in Toronto
Quelle	In: Journal of Jewish Education, 87 (2021) 3, S.226-261 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2020.1847005
Schlagwörter	Judaism; Day Schools; Foreign Countries; Religious Education; Instructional Leadership; Administrator Attitudes; Case Studies; Institutional Cooperation; Comparative Analysis; School Choice; Sustainability; Educational Finance; Time Management; Enrollment Trends; Administrator Surveys; Canada (Toronto) + Suchen Sie Ihr Suchwort? Judaismus; Day school; Halbtagsschule; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Institute; Co-operation; Cooperation; Institut; Kooperation; Choice of school; Schulwahl; Nachhaltigkeit; Bildungsfonds; Zeitmanagement
Abstract	The purpose of this study was to better understand how Jewish day school leaders in Toronto perceive non-Orthodox Jewish day school financial sustainability. This multisite case study used a questionnaire, completed by 23 leaders of non-Orthodox Jewish day schools, and one-on-one interviews with all eight heads of school of the non-Orthodox Jewish day schools in Toronto to collect data. Both data collection instruments addressed three guiding research questions. Conclusions point toward a need to develop new ideas, to increase collaboration between the schools, and to focus efforts on raising the perceived value of Jewish day school education for prospective families. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01