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Section archive - Formal Education

Page 1/38 374 items
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1
Text, Context, and Knowledge Building: Creating, Crisscrossing, and Rising above Jewish Identity
Authors: Cohen Etan, Ben-Zvi Dani
Jewish education in Israel’s non-religious state (Mamlakhti) schools is intended to support an open-ended, pluralistic dialogue surrounding the question of Jewish identity. The distinct features of Knowledge Building Communities (KBCs) set them apart as a pedagogical approach that is particularly suitable for achieving this educational goal. In this article, we report on a year-long study that redesigned a tenth-grade Jewish philosophy class in Israel as a KBC.
Published: 2021
Updated: Feb. 18, 2021
2
Teaching and testing in Hasidic schools: Skills, content, and knowledge automaticity as a model for other day school contexts
Authors: Krakowski Moshe
This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity.
Published: 2021
Updated: Feb. 18, 2021
3
When Adar begins devaluation increases: on the construction of Mizrahi religiosity in yeshiva high schools in the 1980s
Authors: Erez Trabelsi
Yeshiva boarding high schools were the leading educational institutions of state-religious education in Israel in the 1980s. These were institutions for boys only, which combined holy studies with regular high school diploma (Bagrut) subjects. Given the marginality of Mizrahi religion in the yeshiva high school daily life, this article points out the centrality of Mizrahi religiosity in the Purim events celebrated in theses yeshivot, as expressed in the personal histories of Mizrahi graduates.
Published: 2021
Updated: Feb. 18, 2021
4
Lost School Year Could Lead to Damage for Decades, Israeli Expert Says in Report
Authors: Dattel Lior
Many children may face long-term damage from losing a year of schooling, and this may translate to long-term economic damage, primarily to those from the lower classes. This is the central argument by education economist Nachum Blass in a position paper attached to a report by the Taub Center for Social Policy Studies in Israel. The report was published Wednesday.
Published: 2020
Updated: Jan. 11, 2021
5
“But Girls Can Do that Too”: Discussing Gender Equality with Children in a Progressive Jewish Context
Authors: Jackson-Gordon Rachel
This study is a qualitative project which took place with six elementary-aged children in a progressive Jewish education program. The children took photos around their synagogue of items related to gender. The children chose their favorite photos, then explained and discussed the photos with their peers. All explanations and discussions were recorded, transcribed verbatim, and inductively analyzed. Results emphasize the importance of providing opportunities for children to voice their opinions on social-justice related constructs like gender equality. The results also speak to the role of institutions such as synagogues as environments where children develop their beliefs about gender.
Published: 2020
Updated: Dec. 15, 2020
6
Building Jewish Family Culture
Authors: Bassali Tal
I feel a deep sense of joy and satisfaction having had the confirmation from longstanding educators with decades of experience what I have known since I started the Zehud Online Jewish School. Building school is building a community of parents and families. The whole ethos of our school is built and structured to support this end goal. Being online has taken us into their homes and hearts, and it is our privilege to treat that relationship with the utmost of care and delicacy.
Published: 2020
Updated: Dec. 09, 2020
7
A Census of Jewish Day Schools in the US 2018-9
Authors: Besser Mordechai
The AVI CHAI Foundation has released the 2018–2019 census of Jewish day school enrollment in the United States. Conducted at five year intervals, this census represents the fifth and final AVI CHAI census report. This report presents enrollment data for the 2018-19 school year, as well as analysis of the major trends and changes in the Day School world since 1998.
Published: 2020
Updated: Oct. 22, 2020
8
The British Government Has Stopped Persecuting Jewish Religious Schools. Now Those Schools Should Take Stock of Their Own Shortcomings
Authors: Spitzer Eli
In the UK, most ultra-Orthodox schools operate as public institutions and are therefore subjected to frequent scrutiny by the Office for Standards in Education (OFSTED). Recently this has caused particular friction because these schools refuse to comply with requirements that they teach elementary-school students about homosexuality, transgenderism, and so forth. Ḥaredi schools have received frequent surprise inspections during which students were asked invasive questions about sex and “lifestyle choices,” to the consternation of teachers, parents, and administrators. Thus British Ḥaredim are understandably relieved that OFSTED ruled last month that their elementary schools would no longer be under pressure to teach about same-sex marriage.
Published: 2020
Updated: Oct. 22, 2020
9
Israeli Colleges to Start Academic Year with Remote Learning
Authors: Kadari-Ovadia Shira
The Israeli academic year for higher education will start with remote learning only, the Committee of University Heads in Israel announced on Tuesday, on the assumption that the lockdown restrictions will continue even after the holiday period. The committee added that later in the semester, the institutions will examine the possibility of returning students to campus, depending on the national infection rates.
Published: 2020
Updated: Sep. 30, 2020
10
Students' Understandings of Rabbinics: Final Report
Authors: Levites Arielle
This report shares findings from interviews with students and educators conducted between January 2017 and June 2018. The student interviews were conducted with current high school students from three Jewish day schools. Additionally, educators in a wider range of Jewish day schools were interviewed. While the material below focuses primarily on the students’ perspectives, we use the interviews with educators to add more dimension to our portrait of the teaching and learning of rabbinics at the high school level. The interviews with teachers provide texture and context for the student accounts and help enrich our understanding of how Talmud is presented in Jewish day school classrooms.
Published: 2020
Updated: Sep. 10, 2020
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