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Section archive - Teacher Education

Page 6/26 253 items
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51
Book Review: Miriam B. Raider-Roth, Professional Development in Relational Learning Communities: Teachers in Connection
Authors: Mattenson Pearl
Professional Development in Relational Learning Communities: Teachers in Connection consolidates a decade of action research from three successive cycles of week-long summer seminars for teachers, all designed to foster a Relational Learning Community (RLC). The clarity with which the book documents how disparate theoretical frames animate the seminar’s design and the intentionality behind each of the seminars’ practices is notable; it is the unique blend of gravitas and heart with which Raider-Roth and her faculty approach their project, that leaves its deepest impression on the reader.
Published: 2017
Updated: Feb. 11, 2018
52
Faced with Fusty Texts, Teachers Learn to Breathe New Life into Jewish Studies
Authors: Prince Cathryn J.
According to longtime educator Aryeh Ben David, quantity shouldn’t trump quality — especially when it comes to Judaic studies. Yet, for too long Jewish educators have pushed content, rather than connectedness, said the founder of the Jerusalem-based Ayeka: The Center for Soulful Education. Founded in 2006 with the goal of reframing Jewish education, the non-profit’s name is the biblical word for “where are you.” Ayeka provides learning tracks for educators, parents, and individuals with online and in-person options in the United States and Israel. The idea is to help teachers breathe life into Jewish text study.
Published: 2017
Updated: Feb. 11, 2018
53
A Philosopher in the Eye of the Storm: Monsieur Chouchani and Lévinas's “Nameless” Essay
Authors: Ben-Pazi Hanoch
8. This article considers the role of the individual during crises in humanism and the ethical responsibility with which the individual is charged in such times of moral calamity. In a narrow sense, the article explores Emmanuel Lévinas's “Nameless” (“Sans nom”), an essay that appears in his book Proper Names, and proposes viewing it as his personal reading in honor of his unique, unaccounted-for teacher Monsieur Chouchani. From a broader philosophical perspective, the article attempts to consider the meaning of ethics and the assumption of responsibility in times when doing so appears to offer no benefit and hold no significance whatsoever. From an educational perspective, it endeavors to better understand the ethical role of the teacher in both tranquil and tempestuous times. And finally, it also offers another profound observation of what Lévinas's article refers to as the “Jewish condition,” not in a national historical sense but as a model of crisis-oriented ethical challenge.
Published: 2017
Updated: Feb. 07, 2018
54
Mentoring, Job Satisfaction, and Anticipated Turnover in Modem Orthodox Jewish Day Schools: Perceptions of Early Career Teachers
Authors: Menachem Audrey
This mixed-methods study examined possible relationships between mentoring, job satisfaction, and anticipated turnover in a sample of 39 beginning teachers in Modem Orthodox Jewish day schools, 11 of whom participated in semi-structured follow-up interviews. It was predicted that perceived quality of mentoring would be positively associated with job satisfaction and negatively associated with turnover intentions.
Published: 2017
Updated: Feb. 07, 2018
55
Learners with Disabilities in Jewish Education: Addressing an Important Need at JTS
Authors: Uhrman Abigail L., Kress Jeffrey S.
To help meet the demand for more qualified staff, the Davidson School is launching a concentration in Disabilities Inclusion and Advocacy beginning in Fall 2018. In addition to the standard requirements for our MA in Jewish Education, students in the Disabilities Inclusion and Advocacy concentration will complete coursework in special education at JTS and Columbia’s Teacher College, engage in a year-long practicum in the field (with the option of working at a Jewish summer camp in a disabilities/inclusion program), participate in a number of co-curricular programs and learning opportunities, and enjoy cohort-based meetings and opportunities for reflection. We are currently receiving applications for our inaugural year; we are excited to begin this journey and do this meaningful work.
Published: 2018
Updated: Feb. 07, 2018
56
Jewish Day School Wounds and What We Can Do About Them
Authors: Hirsch Miriam
This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming.
Published: 2017
Updated: Nov. 15, 2017
57
Assisting Struggling Teachers Effectively
Authors: Kass Efrat, Yariv Eliezer
In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches.
Published: 2017
Updated: Oct. 25, 2017
58
Request for Proposals – Bringing Ayeka Soulful Education to Jewish Day Schools
Authors: Ayeka
The AVI CHAI, Kohelet, and Mayberg Foundations are excited to announce their sponsorship of a 2-year partnership with Ayeka and four select Jewish day schools, beginning January, 2018. The purpose of this RFP is to solicit requests from Jewish day school leadership who are interested in transforming their school’s Judaic Studies faculty through Soulful Education training by Ayeka professional staff.
Published: 2017
Updated: Sep. 18, 2017
59
Israel Education Ministry Invests in Nationwide Program for English Teachers
Authors: Levi Sarah
In an attempt to remedy the problem with Israelis and their ability to speak English, the Education Ministry recently approved a tuition-free English teaching course to be implemented throughout the country and help better train future English teachers. Starting this upcoming school year, all Israeli colleges are invited to apply for a part of the NIS 12 million budget and offer this free government-run course to native English speakers who are interested in learning how to teach English to local children.
Published: 2017
Updated: Aug. 30, 2017
60
What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)
Authors: Kohn Eli, Burstein Alissa Beth
How do educators become successful leaders? This qualitative study set out to learn more about The Lookstein Center ELAI program as well as mentoring and leadership training in general, with the hope of offering insights to other school leadership programs. The mentor-mentee relationship was seen to develop into a collaborative partnership, with the reflective relationships becoming enriching for both the mentor and mentee.
Published: 2017
Updated: Aug. 30, 2017
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