Section archive - Formal Education
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ReFrame is an initiative of the William Davidson Graduate School of Jewish Education at the Jewish Theological Seminary which has been operating over the last year and a half. Reframe aims to strengthen complementary schools, such as those housed in congregations, through the approach of experiential Jewish education.
Updated: May. 20, 2013
At Gann Academy in Waltham, MA, I lead a Mussar-based character development program called Chanoch LaNa’ar (CLN), named after a verse in the Book of Proverbs which advocates for sophisticated child-centered education. We decided that, if we wanted this language, culture, and practice to impact our entire school, we needed to start with the adults in the building, especially the school’s senior leadership team.
Updated: May. 16, 2013
In this article, Sharon Avni argues that educators need to understand the construct of belongingness and how it is enacted in the practice of Jewish education. She then presents an extended analysis of a 7th grade Bible lesson to show how linguistic features “enact the social construct of communal identification.” She views the teaching of Bible as a social activity, and analyzes how a teacher's discourse in the classroom creates a sense of belongingness among her students.
Updated: Apr. 29, 2013
From ‘Asur, Asur, Asur’ to ‘the Big Mutar’:Religious-Zionist Women’s Views on Sex Education in Israel
This study presents the experiences, feelings, and opinions regarding sex education, of 12 young religious-Zionist women who studied in the Israeli religious-Zionist school system and participated in bride-counseling lessons in the months and days prior to marriage.
Updated: Apr. 29, 2013
Orit Kent and Allison Cook of the Beit Midrash Research Project at the Mandel Center propose that a special type of instructional activity—the interpretive experience—become the centerpiece of meaningful student work on Tanakh. In years of observation of Tanakh classes in elementary through high schools they have seen that Tanakh learning tends to fall into two major types of student activity: language and/or translation exercises, and personalization. They suggest that the use of interpretive experience can greatly improve students' learning of Tanakh.
Updated: Mar. 05, 2013
July Wiener writes about Ilana Ruskay-Kidd's plan to establish a pluralistic Jewish day school for children with learning and developmental delays. It would be the first of its kind in New York, and is believed to be the first stand-alone special-needs pluralistic Jewish day school in North America.
Updated: Feb. 04, 2013
Columbia University Developed ‘Interaction’ Literacy Model Helping Ethiopian Students Thrive in Israeli Schools
Michele Chabin writes about a Columbia University-developed teaching method which is used for promoting literacy in schools with high numbers of Ethiopian-Israeli students. The program encourages children to read and write at every opportunity. Students progress at their own pace, with the help of their teacher and the school’s literacy coach.
Updated: Feb. 03, 2013
Just-released research by Dr. Marvin Schick provides 2011-12 enrollment data for all schools outside the yeshiva world and Chassidic sectors. While the data provide but a snapshot of the day school enrollment situation, they indicate that day school enrollment, aside from that of the Solomon Schechter schools, has remained fairly stable, despite the continued stresses of the economy.
Updated: Jan. 30, 2013
The government’s planned exclusion of Hebrew from a list of officially recognized languages for UK primary schools could damage Jewish education, the Board of Deputies warned this week. UK Education Minister announced plans last month to make it compulsory, from September 2014, to teach a foreign language to children aged seven to 11. Schools would be required to offer at least one of only seven recognized languages, excluding Hebrew.
Updated: Dec. 31, 2012
The winter issue of 'Conversations,' the Journal of the Institute for Jewish Ideas and Ideals, focuses on Tanakh study within the Orthodox Jewish world. How is Tanakh studied and taught? What is the relationship between traditional Yeshiva approaches and academic approaches? What can we learn from non-Orthodox sources? What new ideas can we bring to the study and teaching of Tanakh? The Institute offers teachers in Jewish Day Schools and Yeshivot a free copy of this issue until December 31, 2012.
Updated: Dec. 18, 2012