Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Section archive - Formal Education
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378 items
231
The effectiveness of outside experts in professional development in Jewish schools has been questioned in light of scholarly critique of this approach. This case study examines the sociocultural context of one such long-term project aimed at school improvement through early childhood (EC) curriculum development. The research identifies cultural and organizational factors contributing to the effectiveness of the outside expert's 7-year involvement in the project. Qualitative methods include teacher and administrator interviews, artifacts, and field notes. Findings stress the importance of shared values, collaborative learning, teacher autonomy, and supportive school leadership for success of this professional development model.
Published: 2013
Updated: Sep. 12, 2013
232
Writing exclusively for the JC, Prime Minister David Cameron has said Jewish free schools can be a leading part of the biggest shake-up of education in this country in a generation. Free schools are independent schools within the state sector – free for the children who go there.
Published: 2013
Updated: Sep. 11, 2013
233
Our Rabbinics curriculum should press us to ask crucial questions about what it means to cultivate Jewish identity in the 21st century. What types of encounter with Torah should we be creating for our students? What exactly will inspire young adults to make a passionate and long-term commitment to Torah and to the community that is its steward? In the vast world of Rabbinic tradition, what types of content should we prioritize? How do we define our main objectives?
Published: 2013
Updated: Sep. 11, 2013
234
This article examines how students and teachers at a non-Orthodox Jewish day school in New York City negotiate the use of translation within the context of an institutionalized language policy that stresses the use of a sacred language over that of the vernacular. Specifically, this paper analyzes the negotiation of a Hebrew-only policy through the ethnographic examination of language choices during activities surrounding scripture study and prayer.
Published: 2012
Updated: Sep. 11, 2013
235
This paper describes the process of designing a curriculum model for Bible teaching in UK Jewish secondary schools. This model was designed over the period 2008–2010 by a team of curriculum specialists from the Jewish Curriculum Partnership UK in collaboration with a group of teachers from Jewish secondary schools.
Published: 2012
Updated: Sep. 01, 2013
236
This article attempts to organize the existing knowledge on the Holocaust education in the Israeli education system, through a meta-analysis of the foundations and basic premises of Holocaust education in Israel, using the most important literature in the area.
Published: 2010
Updated: Sep. 01, 2013
237
Harlem Hebrew Language Academy Charter School in Manhattan and Sela in Washington, D.C. are among three new schools affiliated with the New York-based Hebrew Charter School Center (HCSC) opening this school year: the other one, in San Diego, opened last week. Another Hebrew charter school, Eleanor Kolitz Hebrew Academy, opened this month in San Antonio, replacing a Jewish day school.
Published: 2013
Updated: Aug. 30, 2013
238
In this opinion piece, Dr. Marc Kramer of RAVSAK, takes issue with those who assume that the main argument in favor of day school – the main reason why parents should send their children there – is its impact on Jewish identity. He argues that the real argument is that Jewish day schools uniquely make possible authentic Jewish literacy.
Published: 2013
Updated: Aug. 28, 2013
239
Jeffrey Kress critically examines the idea of making supplemental schools more “camp-like” which has gained much momentum over the past year. He suggests a different way of comparing communal education and camps.
Published: 2013
Updated: Jul. 30, 2013
240
Educational institutions serving minority communities of myriad varieties face the challenge of enculturation into the minority traditions in ways that avoid reification of those traditions, on the one hand, while attending to the surrounding majority culture, on the other. This article explores the practices found in one such context, Talmud study at a religious Jewish Israeli high school.
Published: 2013
Updated: Jul. 30, 2013