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Section archive - Formal Education

Page 20/38 378 items
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191
Why Do British Parents Affiliated to Progressive Synagogues Choose to Send Their Children to Orthodox Jewish Primary Schools?
Authors: Lewis Gwynneth
Over the last 130 years, attendance by Jewish children at Jewish day schools in Britain has waxed and waned, until now, in the twenty-first century, attendance figures are similar to those of the 1880s, with almost 60 per cent of Jewish children attending a Jewish primary or secondary school. Recent research has examined this trend within the Jewish population as a whole, mainly concentrating on Jewish secondary schooling. Because of the impact this phenomenon has had on chederim and because of the fundamental differences between the different branches of Judaism, it is important for Jewish educators and leaders to understand what factors lie behind the choices that parents make when deciding on their children's schooling. This study investigates the reasons why parents who are affiliated to Progressive synagogues choose to send their children to Orthodox Jewish primary schools, concentrating on one Progressive community in the north of England in particular, and contrasting the data with that from two larger and older communities.
Published: 2014
Updated: Nov. 05, 2014
192
Religiosity, Reading and Educational Achievement among Jewish Students in Israel
Authors: Feniger Yariv, Shavit Yossi, Ayalon Hanna
Data from the PISA 2000 study were analyzed to compare educational achievement of Jewish students from public religious and public secular secondary schools in Israel. Public religious school students achieved higher scores in a standardized test of reading than students at public secular schools.
Published: 2014
Updated: Sep. 23, 2014
193
Israel's Official Policy with Regard to Teaching Evolution in Public Schools
Authors: Shaked Haim
One of the main aspects of the creation–evolution controversy is the educational one, which deals with the question which explanation should be provided to students, mainly in public education, for the present form of life on Earth. This educational aspect is fertile ground for research; however, the official policy of various states’ educational systems regarding the instruction of evolutionary theory has hardly been investigated. In addition, research about the way in which Jewish education deals with this topic is meager. This article explores the policy of the Israeli Ministry of Education regarding this issue.
Published: 2014
Updated: Sep. 23, 2014
194
Hebrew Education in the United States: Historical Perspectives and Future Directions
Authors: Avni Sharon
This article sketches the trajectory of Hebrew education in the United States from the early 1900s to the present. Attending to the historiography of Hebrew education, it shows how current curricula and pedagogical approaches have been stamped by historical considerations and language ideologies, how goals and strategies have changed (or remained the same) over time, and how the evolution of the field has been driven both by internal dynamics within the Jewish community and by changes in the broader social and political context of the United States. It concludes with a framework for constructing a meaningful research agenda for the future.
Published: 2014
Updated: Sep. 18, 2014
195
Upending the Grammar of the Conventional Religious School
Authors: Aron Isa
This article provides an overview and analysis of a relatively new phenomenon: congregational schools that have altered the conventional grammar of schooling, either through their structural arrangements or through their curricular approaches. Five pre-bar/bat mitzvah models are discussed: family schools, schools as communities, informal / experiential programs, afterschool/day care programs, and those that deconstruct and reconstruct the conventional model. In addition, three curricular innovations are examined: project based learning, learning organized around the interests and abilities of the students, and Hebrew Through Movement. Also considered are the factors that are necessary to the survival and proliferation of these new structures and curricular arrangements.
Published: 2014
Updated: Sep. 18, 2014
196
Carpe Diem: Let’s Get the (Jewish Community School) Movement Together
Authors: Frim Edward
It happened for Hillel on Campus. It coalesced for Jewish Day Schools. Birthright Israel has done it. It came together for Jewish Camping. Each of these movements has succeeded in attracting and convening partisans and funders, creating excitement, attracting resources and making a huge difference in Jewish life in North America. Perhaps the biggest endeavor in Jewish life in North America has yet to flower in this way. It has great potential to transform Jewish life, and it is poised and ready. The majority of our children continue to receive Jewish education in synagogue and part-time settings and their families continue to be engaged in synagogue or Jewish community life. We have yet to seize on this huge opportunity for our community.
Published: 2014
Updated: Aug. 07, 2014
197
Why Are There So Few Men in Jewish Nursery School Classrooms?
Authors: Goldenberg Anna
Teaching at preschools and kindergartens is among the most gender-segregated professions in the United States: 97.8% of teachers are female, according to 2013 data from the U.S. Bureau of Labor Statistics. While no comprehensive statistics exist for Jewish institutions, they appear to mirror the national trend. However, experts and educators agree that their presence is beneficial for children, co-workers and parents alike. It might even be vital for the future of Judaism.
Published: 2014
Updated: Aug. 06, 2014
198
Supporting Different Elements of the Community: Interview with Dani Rockoff
Authors: Fishman Deborah
I’m with the Hyman Brand Hebrew Academy in Overland Park, Kansas, in the greater metro Kansas City area. The school was founded in 1966. It’s a community day school that recently affiliated with RAVSAK. It has 230 kids in grades K-12. I’m also the rabbi of an Orthodox synagogue in town. Five years ago, we started a Judaic studies track in the school called Matmidim, offering more rigorous Judaic studies developed by teachers who are observant. I’m now the director of the program.
Published: 2014
Updated: Jul. 31, 2014
199
Mekorot: A Blended Learning Approach to Judaic Studies
Authors: Weinbach Jay Elchanan
Mekorot Blended Learning seeks to improve both the quality and affordability of Jewish day schools by producing curricula in Judaic Studies for students in grades five through high school that are teacher-led, student-centered, differentiated, and employ Blended Learning. Better education and lower cost creates a virtuous cycle of sustainability. In this article, we will explain our Design Thinking approach by defining the problem to be solved, presenting the motivation of the persons who want the problems solved, our idea for solving them, our prototype (Mekorot Learning), and our plans for testing the proposed solution.
Published: 2014
Updated: Jul. 22, 2014
200
Sharpening the Message: Recommendations for Improving the Effectiveness of Religious Education in Yeshiva High Schools
Authors: Haber Alan
With the help of a fellowship generously provided by ATID, I took some time during a mid-career pause in my own work as an educator to ask two questions that I know plague other mechanchim as they have plagued me for the past few decades: How well are we accomplishing our tasks, and what can we do to improve? I determined that the current state of Modern Orthodox education – indeed of Modern Orthodoxy itself – can be described as a paradox: on the one hand, our efforts over the past few decades have been phenomenally successful, and at the same time there is so much that cries out for improvement. Both halves of that sentence are true and neither one negates the other.
Published: 2014
Updated: Jun. 29, 2014
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