Section archive - Formal Education
Page 36/38 378 items
Spirituality Amid Dogma? Some Approaches to Educating for Religious Belief within a State Religious School in Israel
In the religious school, where young people are brought into religious life and practice, the development of a religious belief system is often neglected. Religiousness is often instilled as a linear end product, a monolithic corpus of ideas to be singularly transmitted and subsequently owned by youth. This article, based on three years of ethnographic research, looks at the way in which four teachers from one religious girls' high school in Israel executed theological education. The dynamic between teachers' voices and students' voices sheds light on adolescent religious identity, and offers vital insights for religious education.
Updated: Jun. 08, 2009
A review conducted by ten researchers of ten 'effective' Jewish supplementary schools of various sizes and denominations, and from various regions in the US. The report draws conclusions about factors contributing to the success of good schools, noteworthy characteristics of the schools, and policy recommendations for improving supplementary schools. The study presents six “noteworthy characteristics of good schools.” Good schools (1) work on building friendships and community, (2) go beyond teaching facts to allow students to work on meaning, (3) use experiential education, (4) actualize a clear vision, (5) value themselves and their students, and (6) involve not only students but their families. Wertheimer makes it clear that it takes “a combination of traits to forge a strong school.”
Updated: Jun. 07, 2009
Each year JESNA's Center for Excellence in Education publishes and posts on the JESNA website a compendium of Complementary School change initiatives that details the sponsorship, history, program goals, program description, evaluation information (when available), outcomes to date, annual budget and next steps. The 2008 edition of the compendium lists 16 change initiatives.
Updated: Jan. 22, 2009
Pursuing its goal to provide equal opportunities through education, 'College for All' identifies and locates children and youth at risk with high learning potential, and provides them with support and tools to enable them to realize their inherent potential and by encouraging them to acquire higher education and become leaders in their communities. The uniqueness of the 'College for All' program is in its comprehensive and systematic approach to the child’s world, its commitment to support the children for a period of 10 to 11 years, and the intensity of its activities.
Updated: Jan. 04, 2009
Adain Lo supports a network of Jewish nursery schools and kindergartens in Russia, as an effective means of attracting young families to the Jewish community. Adain Lo is currently working with schools and kindergartens in seven districts of St.Petersburg. The educational curriculum is specially designed for high quality education and to develop the children`s personality through creative work. All the children have eight hours a week of Jewish education - classes in Hebrew, Jewish music, Jewish visual art, and tradition.
Updated: Jan. 04, 2009
The Perelman Jewish Day School of Philadelphia, in an effort to increase enrollment by lessening the financial burden on parents, announced a $6,000 tuition reduction for all kindergarten students entering in fall 2009. The pilot program, under the auspices of the newly formed Kohelet Foundation, will offer a total of $27,000 in tuition assistance per pupil for this incoming class up till grade five. The initiative is an attempt to outreach to Jewish families to bring them to enroll their child in a Jewish Day school.
Updated: Dec. 03, 2008
Response to the Suite of Articles on Teaching the Bible from the Journal of Jewish Education 74:1 (2008)
This article responds to three articles in the most recent issue of The Journal of Jewish Education in which a variety of researchers examined Bible teaching that employed an approach to Bible pedagogy that had been characterized by the present author as “the Contextual Orientation” in his previously published book, Textual Knowledge: Teaching the Bible in Theory and in Practice.
Updated: Oct. 04, 2008
This article analyzes three curricula for the bat/bar-mitzva year of the public religious, Tali and public schools in Israel. It compares their views on gender and theology, and throws light on the intersection of gender, religion and education in Israeli society. It shows how the messages of the public religious and public schools serve to further hegemonic interests in Israeli society, while those of Tali serve interests of marginal groups. In addition, the article analyzes autobiographical influences of some of the curriculum decision made by the authors.
Updated: Oct. 04, 2008
This article presents and reflects on a number of anecdotes which document children experiencing something in modern Orthodox schools that contradicts his or her personal perception of reality, or confronts an idea that conflicts with his or her social context/personal experience dealing with gender.
Updated: Sep. 28, 2008
Wendy Grinberg, Associate Director of the Union for Reform Judaism's Department of Lifelong Jewish Learning discusses the Reform Movement's new high school curriculum - Sacred Choices: Adolescent Relationships and Sexual Ethics and describes its effects as noted in a number of pilot sessions.
Updated: Sep. 24, 2008