Section archive - Trends in Jewish Education
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ShalomLearning (SL) was designed to make supplementary Jewish education an attractive, relevant, engaging, and content-rich experience for Jewish students, their families, and teachers. SL combines a values-based, spiral curriculum for grades two through seven, with a “blended education” approach, harnessing technology to Jewish education. This report describes a two-year evaluation study of SL conducted by CMJS. The research addressed a broad array of questions about the implementation, outcomes, and impacts of SL for students and teachers in synagogue schools.
Updated: Aug. 15, 2018
The first conference of Jewish school principals in north America that was held this week in Jerusalem, with 140 school principals from abroad, dealt officially with ways in which the Israeli government could its assistance in educational and technological matters. But behind the scenes, according to a report by Zvika Klein in Makor Rishon on Friday, a different, unusual issue was on the agenda: for the first time senior Jewish leaders from the US and Canada were asking Israel for economic support for Jewish children who cannot afford to pay their tuition.
Updated: Jul. 17, 2018
Ten units of study in a pilot program that will include 100 junior high schools will introduce the Jewish people in the Diaspora to Israeli students. The program was recently revealed, and Ynet has learned that it will begin in the coming school year. Israel’s Minister of Education, Naftali Bennett: "Deepening the connection with Diaspora Jewry is the task of this generation."
Updated: Jul. 11, 2018
What does it take to nurture small successes into larger successes in Jewish education? Often, we take a program or initiative that works well in one setting (say one particular synagogue school or JCC) or city and attempt to replicate it elsewhere, yet it fails to flourish. Yet there are, in fact, numerous stories of scaling success in Jewish education, with strategies that illuminate how this can be done. This issue of Gleanings aims to shed a light on these stories and strategies, with the hope that you are inspired to apply within your particular site or area of Jewish education.
Updated: Jun. 27, 2018
Since 2013, Hebrew Academy has invested heavily into expanding its character education curriculum and programming spearheaded by the School Psychologists. At the Elementary level, thanks to a prior Day School enhancement grant, Hebrew Academy launched and implemented Project Gevurah, a Positive Behavioral Support program explicitly teaching students what behaviors in different school settings demonstrate respect, responsibility, and safety. Additionally, in 2016, Hebrew Academy introduced the cloud9world program introducing students in Kindergarten through Fifth Grade to different character traits throughout the year including gratitude, compassion, courage, kindness, amongst others. In the Middle School, in 2016, Hebrew Academy introduced the Social Emotional Learning Foundations SELF program which is a weekly class designed around the Character Lab led by Angela Duckworth.
Updated: Jun. 06, 2018
I am passionate about this subject, nowhere more than in Jewish studies in Jewish day schools. You’ll argue that if we don’t give kids grades, they won’t take their classes seriously. I argue that most kids aren’t taking bad teaching seriously anyway. They’re just throwing away a love of subject to something more worthy, where they feel good about themselves. A Talmud teacher confessed to me that he had an excellent student but gave him a B-plus because he often came late to class. Not surprisingly, that student disengaged from Talmud study altogether. He saw his teacher as a person with the wrong priorities. Think about it. Most of us can’t remember what we learned years ago. We remember feelings about certain teachers that got transmitted to the subjects they taught. Associations linger.
Updated: May. 30, 2018
JDC-Tevet, a partnership with the Israeli government for the advancement and inclusion into the Israeli workforce of vulnerable populations — Arab-Israelis, ultra-Orthodox (Haredi) Jews, women, people with disabilities, Ethiopian immigrants, workers over 45, and other disadvantaged citizens, is one of many private and public initiatives training underemployed populations to address a shortage of skilled workers for Israel’s burgeoning high-tech arena. Many experts believe the gap can and should be filled domestically.
Updated: May. 30, 2018
Many Jewish parents and communal leaders ask how can we increase the odds that our kids, when grown, will remain Jewish. Day schools, summer camps, and visits to Israel are important, of course, but I’ve recently been studying the field of attachment theory, and it’s convinced me that to promote Jewish continuity we need to give our kids something essential at a much, much earlier age—in fact, starting at birth. That essential thing is a “secure attachment.”
Updated: May. 16, 2018
Setting out on a new venture in Jewish education, I was interested in the hard-earned wisdom of notable professionals in and around the field. As part of the work of the Mayberg Center for Jewish Education and Leadership, we seek to bring academics and practitioners into conversation on the educational issues that matter most. To do this well, it’s critical to identify today’s educational landscape. To that end, I spent nearly a year interviewing professionals in and around the universe of Jewish education, formally and informally. I had initially intended to save the formal responses in a personal collection to direct my own work. But there was too much richness and depth to keep the responses to myself. While the conversations continue, clear patterns emerged.
Updated: May. 03, 2018
In this newsletter you will find inspiring work from many communities and organizations. Some are focusing now on training master educators and professionals who will be able to work with the complex, diverse and sophisticated Jewish community. Others are developing resources to help with the work. Many programs are focusing on caregivers, those who are first and closest to the child who are instrumental to the development and well-being of the child. The work being done is tremendous and inspiring. At the same time, I want to remind us that the work is not enough and there are still many communities around the country who do not have access to master educators, resources and funds. Let us work together to leverage our resources, spread the word of the importance of our mission and invite others to join this sacred work.
Updated: May. 02, 2018