Section archive - Formal Education
Page 34/38 378 items
The author describes a curriculum which he has designed that suggests new directions in Holocaust pedagogy. The curriculum focuses on literature and the arts enhanced by traditional Jewish texts and contemporary Jewish stories that lead students to reflect on their lives as Jews in the wake of the Holocaust.
Updated: Feb. 21, 2010
If you are interested in Hebrew Education in a congregational school setting, you are invited to join 'The Hebrew Project,' a national conversation to try and better define the goals and focus of Hebrew education in congregational settings. In order to help better clarify goals of Hebrew language teaching, three Hebrew language educators have established a wikispace and are inviting anyone involved in congregational education to join in the conversation.
Updated: Feb. 08, 2010
A national survey of Israeli principals, teachers and students, released last week, found that the Holocaust is a common denominator among students of diverse backgrounds, and that there are no major differences between students from different demographic groups in terms of their perceptions of the Holocaust.
Updated: Feb. 01, 2010
Recently, a lively discussion about boredom in Jewish education took place on the Lookstein Center Lookjed listserve. Dr. Erica Brown, Director of Washington DC's Jewish Leadership Institute, opened the discussion with the observation that boredom's 'growth and its intensification derive from the sense that students – and increasingly teachers, too – have that the, to some extent inevitable, tedium and grind of study and learning, and the prolonged subordination to authority, are no longer really worth it; or that, while they may be unavoidable en route to the desired goals, they are little more than hurdles that have to be jumped in order to satisfy the bureaucratic and largely meaningless requirements of absurd institutions.'
Updated: Jan. 11, 2010
Pluralism is a notion that regularly appears in education literature regarding social injustice or teaching for democracy. Over the last decade, a new type of Jewish Day School has emerged, the Jewish Community School. These Jewish Community Schools distinguish themselves by adopting pluralism as one of their core values. What is unclear is how teachers within such a school think about the notion of pluralism. This case study describes and analyses the way that members of a Jewish Studies faculty in one Jewish Community High School thinks about pluralism and the pedagogical implications of this thinking.
Updated: Dec. 28, 2009
The Internalization of Jewish Values by Children Attending Orthodox Jewish Schools, and its Relationship to Autonomy-Supportive Parenting and Adjustment
The present study examined the way in which children attending Orthodox Jewish schools internalize the value of both their Jewish studies and secular studies, as well as the value of Jewish cultural practices. A distinction was made between identified internalization, where children perceive Jewish studies and Jewish culture to be an important part of their sense of self, and introjected internalization, where children participate in Jewish studies and Jewish culture because they feel like they “ought to” or because of external pressures. Primary identified reasons for their Jewish studies and Jewish cultural practices were significantly associated with positive self and teacher ratings of adjustment; internalization of secular studies was unrelated to adjustment.
Updated: Dec. 14, 2009
The Partnership for Excellence in Jewish Education (PEJE) has released the executive summary of this study by Brandeis University's Cohen Center for Modern Jewish Studies. It focuses on non-Orthodox students who spent part—but not all—of their education in day schools, and pays special attention to their academic self-confidence and aspirations, Jewish identity and engagement, campus social integration, and resistance to risky behavior.
Updated: Dec. 03, 2009
This is the first national study designed to explore the near-term effects of day schools on the academic, social, and Jewish trajectories of former students during their college years. Conducted during the winter of 2006-07, this research drew over 3,300 Jewish respondents from college and university campuses in the top quartile of ranked schools in the United States. Employing both quantitative and qualitative methods, this study contextualizes the experiences of students from day schools through comparison with Jewish undergraduates from private and public school backgrounds.
Updated: Dec. 03, 2009
The AVI CHAI Foundation recently published a summary of key findings from the 2008-09 Census of Jewish Day Schools in the United States. Commissioned by AVI CHAI, this third census was conducted by Dr. Marvin Schick. The statistics in this summary include grade by grade enrollments for every Jewish day school in the Unites States.
Updated: Nov. 08, 2009
This article builds on Greenstein's (JJE 75:3) advocacy of a “pragmatic pedagogy of Bible” by pursuing four issues. First, do we select among methodological approaches to Bible according to our desired interpretive outcome but not according to any internal criteria? Is it merely a matter of “choice”? Second, in what sense are interpretive approaches usefully compared to equipment like x-rays or ultrasounds? Third, what does it mean for a methodology to generate a solution that “works”? Works for whom and for what? Fourth, what are the questions that educators ought to consider, in constructing a “pragmatic pedagogy”?
Updated: Oct. 19, 2009