Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Section archive - Trends in Jewish Education
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491 items
121
Ever since the institution of formalized prayer there has been anxiety about the impact of that decision. “When one makes his prayer fixed it is no longer a supplication” (Mishnah Berakhot 4:4). The implications are educational as well as theological. Educating to the formal structures of tefillah functions as an important gateway to socializing the student into an adult community of Jewish prayer, but the more we focus on that important element the more we constrain the individual expression and the internal prayerful experience. In the contemporary educational scene, this dichotomy often expresses itself as a lens of the school’s halakhic orientation. Read more about tefillah, in this issue of Jewish Educational Leadership.
Published: 2017
Updated: Sep. 17, 2017
122
Studies suggest that even when students have above-average intelligence and come from families of high socioeconomic status, they will experience increased anxiety and anger and decreased academic achievement when they feel disengaged from learning. All the more astonishing is that engagement in learning is on the steady decline from entry into kindergarten and through high school, with children sometimes showing signs of disengagement as early as first grade. How do we take this ivory tower research and make sense of it within our Jewish educational system? How can we provide a Jewish education that fosters engagement, enthusiasm, psychological investment, rather than compliance – or even worse – rejection?
Published: 2017
Updated: Sep. 13, 2017
123
This study examines changes in feelings of school belonging and social engagement of Israeli-Ethiopian pupils, linking them to achievement and inclusive-supportive school environment. The study brings forward the pupils' voice, the home class teacher's assessment and the school's head master conceptions, on inclusion and support in one elementary school in Israel. The school's environment is focused on social-emotional support, aiming to promote achievement, by enhancing feelings of school belonging and social engagement.
Published: 2017
Updated: Sep. 06, 2017
124
In January 2012, a team of curriculum specialists based at Bar Ilan University in Israel were approached by a Jewish day school in Australia to design a new Jewish Studies curriculum for its school. The mandate was to design a curriculum model from first-steps that would form the basis for the new curriculum. This article demonstrates how combining elements of Fullan's ideas about school partnerships with Schwab's 'commonplaces' concepts can best meet the needs of the school's specific population and ethos.
Published: 2017
Updated: Sep. 06, 2017
125
The Israel Education Ministry launched a new website on Tuesday morning providing extensive data on high schools in Israel, illustrating that religious girls' schools are leading the pack in Israeli education performance. The parameters include high school diploma eligibility rates, grades, the extent of advanced placement classes and dropout rates. The data, which appears in a site titled 'Transparency in Education,' includes 21 parameters that are divided into four groups: learning and achievements, perseverance and dropping out, the education staff, and values and educational environment.
Published: 2017
Updated: Aug. 30, 2017
126
Prior to World War I, traditional Jewish parents in Eastern Europe provided their daughters with, at the very most, a few years of formal religious education. If girls received any schooling beyond that, it would be at a secular institution; it was common, in fact, even for prominent Orthodox rabbis to send their daughters to secular schools. This all changed thanks to a Galician Jew named Sarah Schenirer, who founded a network of girls’ schools—known as Bais Yaakov—that grew rapidly in the 1920 and 30s; today, most ḥaredi girls attend Bais Yaakov institutions. Schenirer has since become a hero in ultra-Orthodox circles. But the popular version of her story muddles some key details.
Published: 2017
Updated: Aug. 30, 2017
127
Mussar, an approach to character growth emerging as a movement in the 18th century, has increasingly been incorporated into contemporary Jewish education. The purpose of mussar—the cultivation of character—is consistent with the goals of Jewish day schools and other settings. This article examines the implementation of a mussar-based program in a Jewish community high school. Particular attention is given to questions raised by the introduction of this program into a pluralistic school setting. Implications are discussed in terms of the broader goals of Jewish education.
Published: 2017
Updated: Aug. 30, 2017
128
The Israeli government plans to subsidize Jewish day schools abroad, which it has determined have not fulfilled their mission of strengthening Jewish identity and engagement with Israel. In the first phase, assistance will be extended to Jewish day schools in Europe and South America.
Published: 2017
Updated: Jul. 27, 2017
129
Israel is considered to be a very creative country, due to the fact that the country is ranked very high in different indicators of innovation and creativity: It is considered to be a “Start Up Nation”, because of the high numbers of Startup companies that are being born within the country; It is ranked very high in the number of patents that are being registered in the US; and It had a number of Nobel Laureates over the last years. In an effort to understand and explain this characteristics, I will analyze the Israeli Education System, trying to identify different features that allows and encourage the development of creativity and innovation skills within the students and future citizens of Israel.
Published: 2016
Updated: Jul. 13, 2017
130
Jewish early childhood education is not only an entry point into Jewish learning for young children. Often, it also becomes a reentry point for parents: many adults disenchanted by Jewish life in their own youth (or simply lacking exposure to it) take a renewed interest in pursuing Jewish life as a family as their children are invited in through their school programs. This potential opportunity for the Jewish community is why we at the Leadership Commons are so invested in Jewish early childhood education. In this Gleanings, we explore how Jewish early childhood can ignite the fire of Jewish learning for children and their families.
Published: 2017
Updated: Jul. 12, 2017