Section archive - Formal Education
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In this study, twelve expert teachers of Jewish Thought in Israeli high schools were observed and interviewed, in order to examine their ideas regarding the proper way to approach and teach Jewish canonical texts. Using qualitative analysis, I identified a central component of these teachers' Pedagogic Content Knowledge and named it their Pedagogic Hermeneutic Orientation (PHO). Five different PHOs are described in the article to demonstrate the nature of teachers' orientations
Updated: Sep. 27, 2011
A new subject, 'Jewish Culture and Heritage,' will be become part of the compulsory curriculum in the upcoming school year in Israel. Some 900 teachers will be trained to teach the subject in the fifth to eighth grades following a successful trial. The new subject was initiated by Education Minister Gideon Sa'ar with the aim of strengthening the Jewish, Zionist and democratic values among students, as part of the objectives he declared upon taking office. The Education Ministry has begun to train special teachers for the program who will receive a diploma expanding their teaching license upon the completion of their training.
Updated: Sep. 06, 2011
The Solomon Schechter Day School Association – rebranded as the Schechter Day School Network – is proud to announce the launch of a renewed sense of purpose as it embarks on a future that will further engage parents and alumni in Schechter students’ learning process and the overall Schechter experience and attract new enrollment. Eleven Schechter schools in the Tri-State area formed a collaborative consortium involving Schechter schools in New York, New Jersey and Connecticut. They teamed up recently to launch an initiative honing in on the schools’ signature pedagogy: preparing students to engage the world. Along with developing its new identity, the association changed its name to the Schechter Day School Network.
Updated: Jun. 14, 2011
JWeekly.com reports about a nondenominational Jewish high school offering self-paced individual learning and low-cost tuition, The Pre-Collegiate Learning Center, which is expected to open in central New Jersey in September, 2011. The school has been bolstered by a $50,000 grant from the Avi Chai Foundation. Its projected tuition: $5,000 a year. The grant from Avi Chai was given with the promise of more funding if the school commits to meeting certain milestones. The schools founders expect the school to be self-supporting within several years. One of the school’s major lures is its tuition, considerably less than that of other day schools. The school expects to keep costs down through lower expenditures on teaching staff than a typical Jewish day school. Instead, students will be assigned to their own computer portal pages through which they will access computer-based instructional materials, including lectures conducted or prerecorded by off-site instructors. Students’ progress also will be tracked online.
Updated: May. 24, 2011
Israel Education Ministry Budgets NIS 19 Million to Establish a High School Program Combining Core Classes with Religious Studies for 500 Haredi Teenagers
Haaretz reports that the Israeli Education Ministry plans to include 500 Haredi teenagers in a technology matriculation program in the next school year. The program will combine core classes with religious studies, and is intended for 15- to 16-year-old boys who have dropped out of yeshivot. The ministry is budgeting NIS 19 million to set up 20 classes at high schools around the country. Over the next few days, the ministry will be calling on local authorities and education networks to submit candidates to take part in the program. Schools will be chosen based on criteria set by the ministry, which will give them an extra budget to absorb the new students.
Updated: Apr. 11, 2011
Names, Not Numbers is a copyrighted oral history film project and curriculum, created by Tova Fish-Rosenberg in 2004. Unique features of the project include the academic, integrated, multidisciplinary curriculum, combining research through Internet web sites, video production, interviewing techniques, documentary film tools, and editing. Throughout the project, the students work with professional adults--a local newspaper editor, a filmmaker, and Jewish studies teachers. After the training and research, the students gain first - hand knowledge through being paired with and given the opportunity to interview and videotape Holocaust survivors, World War II veterans who liberated camps, survivors who later immigrated to pre-1948 Israel, and second generation, who are now living in the same communities as the students.
Updated: Apr. 11, 2011
This article focuses on one aspect of a case study of three congregations (Jewish, Catholic, and Protestant): the structure of the religious education programs. The three institutions were structured in much the same way, and the way they were structured looked like public school. If we have more in common with our neighborhood churches and public schools than we may have thought, the implication for scholarship and policy work in Jewish education is that we would benefit from more comparative work as we seek to produce more comprehensive scholarship, better informed policies, and more satisfying experiences in synagogue-based education.
Updated: Mar. 30, 2011
Jewish educators are understandably interested in research on how bar/bat mitzvah affect Jewish education or research on what Jewish schools have done to avoid the distortions of a focus on bar/bat mitzvah. Research might also focus on the somewhat different and more ambitious topic of the role that bar/bat mitzvah play in contemporary Jewish identity. Three examples—the meaning of bar/bat mitzvah in intermarried families, bar/bat mitzvah as a ritual entry into early adolescence, and how bar/bat mitzvah perform values—indicate how this larger research agenda might be useful to those rethinking the role of bar/bat mitzvah in Jewish supplementary school education.
Updated: Mar. 08, 2011
Tefillah is a central component of the curriculum at many congregational schools. Yet despite the time and resources that congregational schools dedicate for “tefillah education,” large numbers of Jews (both children and adults) continue to feel uncomfortable and incompetent in Jewish worship. This research begins to answer the question, “How might we better prepare our children for entry into Jewish communal worship throughout their lives?” Through case studies of three synagogues with reputations for strong, innovative education programs as well as vibrant worship, the author discovered that it is possible to succeed in tefillah education if “success” is defined narrowly: believing, behaving, or belonging.
Updated: Mar. 08, 2011
The Re-Imagine Project (of the Experiment in Congregational Education) is an attempt to engender innovation in congregational schools. A long-term study of 24 participating congregations in Greater New York examined the extent to which the effort yielded new models of education (radical change). The study included surveys of task force members and interviews with 101 key informants. Results show four patterns of change: radical, replacement of old forms with new forms, creation of alternatives, and addition of programs. Factors related to starting points, the change process, and resources were found to influence which synagogues achieved deeper levels of change.
Updated: Mar. 08, 2011