Section archive - Formal Education
Page 27/38 378 items
After years of failure and disappointment, Israeli pupils have scored major achievements in international tests. Minister of Education Gideon Sa'ar today presented the results of the 2011 tests for primary and junior high school pupils. Israeli pupils ranked seventh in the world in mathematics and second in the world in reading by Hebrew speakers.
Updated: Dec. 18, 2012
In the fourth and final installment in his series on Jews north of the English border, Anshel Pfeffer writes about Calderwood Lodge, the only Jewish day school in Scotland and the focus of much communal pride - as well as concern and a growing measure of controversy.
Updated: Nov. 13, 2012
This paper highlights two aspects of the culture of empowerment that held sway in the yeshiva, the modern Talmudic academy that developed in Eastern Europe in the nineteenth century. The first aspect is the adversarial atmosphere that reigned in the classroom, and the second aspect is the joint endeavor of peer-teaching. The author's choice of these two features is guided by the sense that to varying extents they are not employed in our day school systems, but could foreseeably be included in the teacher’s toolbox.
Updated: Sep. 27, 2012
The Problem Based Learning approach has only recently been developed in Jewish educational contexts, and the transition to Judaic subject matter has revealed some significant learning and motivational benefits, as well as some significant challenges. One of the largest and most central benefits of the PBL approach is student empowerment, as PBL curricula allow students to take charge of their own learning in powerful ways. This paper identifies the key features of problem and project based learning, and will use two case studies from Judaic studies classrooms that have successfully employed this approach to illustrate how students can be empowered through deep engagement in meaningful projects and problems.
Updated: Sep. 27, 2012
This article explores ways the hevruta methodology can function as a means for increasing student empowerment and autonomy through mutual interdependence. It also explores how this traditional learning method requires adaptation when applied to contemporary non-Orthodox Jewish educational settings.
Updated: Sep. 13, 2012
Jane Slotin, Executive Director of PELIE, (Partnership for Effective Learning and Innovative Education), writes about what PELIE has learned from closely surveying and listening to the field of Jewish complementary education along with the corresponding strategies PELIE has adopted for impacting the field.
Updated: Aug. 28, 2012
Anna Marx describes how teachers in part-time Jewish learning programs have been experimenting with ways to assess learning. Teachers in the Coalition of Innovating Congregations in New York have been working together to develop methods of qualitative assessment. They call these methods “Noticing” because they are about observing, witnessing growth in their learners as they travel their own journeys.
Updated: Aug. 28, 2012
Do you know a child with special needs who would thrive in a Jewish education setting with innovative programming, small classes and plenty of individualized attention? Gateways: Access to Jewish Education of Boston is accepting applications for students in its Jewish Education Programs for the 2012-2013 school year!
Updated: Jul. 10, 2012
Jack Wertheimer, Ed., Learning and Community: Jewish Supplementary Schools in the Twenty-First Century: Book Review
What can we learn from 10 of the nation's best Jewish supplementary schools? Learning and Community explores this question. Five research teams, each comprised of a researcher and an advanced practitioner, used the qualitative approach of portraiture to present detailed pictures of 10 supplementary schools from around the country. The book is organized by type of school: three of the schools in the study are small schools, including an afterschool program not connected to a congregation; five are larger suburban congregational schools; and two are community high schools.
Updated: Jul. 04, 2012
The day school graduation time of year brings Rabbi Micah Lapidus of Davis Academy, Atlanta GA. to ask in his blog: ' What should a diploma from a Jewish independent school represent? Stated differently, what is the value of a Jewish independent school education?'
Updated: Jun. 19, 2012