Section archive - Trends in Jewish Education
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How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis
The purpose of this research was to investigate the experiences of the teachers in a creative, instructional collaboration. This study yielded several observations. The first was that teachers can experience successful, high-level collaboration in which they perceive a sense of satisfaction, mutuality, trust, and growth. For five middle grades teachers in a private, Jewish day school, their satisfactory experience with collaboration was teacher-initiated.
Updated: Nov. 07, 2019
Many Israelis living in the United States long-term or for good struggle to find ways to help their children feel connected to their Israeli identity. One of the most important aspects of this identity is ensuring that their children can communicate in Hebrew — not just on a conversational level but on a deeper, emotional and cognitive level that often requires formal training. Previously, most options for Hebrew instruction were centered around religious observance and taught at religious Jewish day schools. But Israeli parents who feel alienated by the religious instruction typical of Jewish day schools are increasingly creating alternative, structured educational programs so their children can receive secular Hebrew instruction.
Updated: Nov. 06, 2019
This issue of Jewish Educational Leadership is devoted to giving voice to the internal life of Jewish educators – a voice with which other educators will identify as they read, and which non-educators should be familiar so that they understand one element of the complexity of what it means to be a Jewish educator.
Updated: Oct. 07, 2019
Citations are one of the ways that scholars engage one another in dialogue, debate, and discussion. As such, they represent a powerful way in which practitioners constitute themselves and others within a scholarly field. This article studies the citational practices of articles published in the Journal of Jewish Education over a 10-year period in order to discover how scholars have constituted the field of research in Jewish Education.
Updated: Sep. 25, 2019
“Saying Thanks: Dimensions of Gratitude” by Eliezer Schnall, PhD, Judy Sokolow, EdD, and Moshe Sokolow, PhD. is the latest of the Azrieli Papers, Yeshiva University – Azrieli Graduate School of Jewish Education and Administration’s ongoing series of monographs dedicated to the dissemination of the latest thinking in topics related to teaching and research in Jewish education.
Updated: Sep. 11, 2019
With the homeschooling movement in America expanding rapidly, a growing number of Jewish education-minded families are keeping their kids home. They include parents wary of formal classroom settings, families who live far from Jewish day schools or schools that comport with their religious orientation or values, and parents seeking to give their kids a Jewish education without paying parochial school tuition.
Updated: Sep. 11, 2019
CASJE Invites Another Round of Proposals for Research That Will Contribute to the Practice of Jewish Education
CASJE (Consortium for Applied Studies in Jewish Education) released a request for proposals (RFP) to promote research that can make a difference in how Jewish education is practiced. Up to two grants up to $30,000 each will be awarded to stimulate time-concentrated research that is clearly connected to one of CASJE’s areas of focus, and that will apply to the practice of Jewish education. Areas of inquiry currently supported by CASJE include: Jewish educational leadership, Jewish early childhood education, Hebrew language education, Israel education, and the career trajectories of Jewish educators.
Updated: Sep. 05, 2019
There are some things that families are uniquely positioned to do. They can pass down heritage and tradition in ways that can only resonate within the family unit. As shown in our Gen Z Now report — the largest research study of teens in North America — our youth are overwhelmingly positive about the family’s role in ensuring that which is important is carried forth from generation to generation.
Updated: Aug. 28, 2019
Over and above what Moses said in the last month of his life, is what Moses did. He changed careers. He shifted his relationship with the people. No longer Moses the liberator, the lawgiver, the worker of miracles, the intermediary between the Israelites and God, he became the figure known to Jewish memory: Moshe Rabbeinu, “Moses, our teacher.” Moses became, in the last month of his life, the master educator. In these addresses, he does more than tell the people what the law is. He explains to them why the law is. There is nothing arbitrary about it. The law is as it is because of the people’s experience of slavery and persecution in Egypt, which was their tutorial in why we need freedom and law-governed liberty. Time and again he says: You shall do this because you were once slaves in Egypt. They must remember and never forget – two verbs that appear repeatedly in the book – where they came from and what it felt like to be exiled, persecuted, and powerless.
Updated: Aug. 28, 2019
College enrollment in Hebrew courses is dropping sharply, and this downward spiral may soon have profound effects on the American Jewish community. Modern Hebrew enrollment fell 17.6 percent between 2013 and 2016, according to a report from the Modern Languages Association, while Biblical Hebrew suffered a 23.9% decline. The number of Hebrew students has been falling for a decade, with little discussion in the Jewish community. In 2006, a total of 9,620 college students were enrolled in a modern Hebrew course. That number fell to 6,698 in 2013, and dropped again to 5,521 in 2016. Biblical Hebrew has gone from over 14,000 students in 2006 to just 9587 in 2016.
Updated: Jul. 18, 2019