Section archive - Informal Education
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On April 30th, after a difficult and thoughtful process, the URJ Camps, and a few other Jewish overnight camps announced their decisions not to open this summer. In total, as of April 30th, almost 20 Jewish overnight camps will not be opening for 2020. It is unprecedented and painful for everyone involved. There are an additional 144 Jewish overnight camps, sharing their pain and sorrow over this decision.
Updated: May. 11, 2020
This article discusses the design and construction of the Hall of Remembrance (Ohel Yizkor), the main memorial monument at Yad Vashem in Jerusalem. It describes years of complex deliberations among the leaders of Yad Vashem and the decisions they made throughout the years.
Updated: Feb. 17, 2020
To mark Jewish Disability Awareness, Acceptance and Inclusion Month (#JDAIM) in February, ALEH, Israel’s network of care for children with severe complex disabilities and an international advocate for disability inclusion and equity, is launching its new ‘ALEH Bechinuch’ disability inclusion programming at seven Jewish schools in New York and South Florida.
Updated: Feb. 12, 2020
Siblings of intellectually disabled children are more empathetic, better at teaching and enjoy better relationships with their siblings, according to a new Israeli study. Researchers from Tel Aviv University and the University of Haifa queried mothers and children about their sibling relationships using artwork and questionnaires. They studied “typically developed” children’s relationships with their disabled and non-disabled siblings.
Updated: Jan. 28, 2020
Improving Academic Accomplishments of Youth in Residential Education and Care in Israel: Implementing a Policy Change
Children and adolescents in residential-care facilities often have lower academic achievements that their counterparts who are raised at home. Traditionally, residential programs do not prioritize academic achievements, especially at the high-school level, a situation detrimental to their chances to enter institutes of higher education. The Israel Ministry of Education decided to implement a policy change to affect the overall ecology of youth villages (Israeli residential schools), aimed at emphasizing high school academic achievements as a key to future success. This attitudinal change led to the development of after-school study centers or evening classes within the village, applying non-formal teaching and learning methods in a relaxed atmosphere. Additionally, various support systems were developed in youth villages, all geared toward helping adolescents excel in meeting the challenges of high school.
Updated: Jan. 20, 2020
This article argues that contemporary resources drawing from 19th-century Mussar wisdom and Positive Psychology in the context of Jewish camp are a great vehicle for communicating our virtues and teaching “21st Century Innovation and Learning Skills.” Based on practitioner research, this article draws on over a decade of working with Jewish camps across North America. Several common areas are identified: discernment of priority virtues, understanding the relationship between values and virtues, a common language, importance of developing resources, and cultivating communities of trust.
Updated: Jan. 06, 2020
The present study focused on students who were exposed to terror‐related homicide with the aim of investigating the contribution of school climate resources to their resilience. Since resilience is associated not only with fewer negative outcomes, but also with positive change, the contribution of schools was studied as both inhibiting post‐traumatic stress symptoms (PTS) and enhancing post‐traumatic growth (PTG). A mixed‐methods research design was used. The participants included 117 (52% girls) high school students (mean age = 14.54; SD = 1.49). Twenty‐five of them were interviewed in addition to responding to the research questionnaires. Different aspects of the school climate were found to be associated with students' PTS and PTG, yielding two overarched factors explaining the school's role as a protective resource: sheltering and supporting. The former is associated with fewer PTS and the latter with higher PTG. The use of different resources for different forms of resilience is discussed.
Updated: Dec. 11, 2019
Young adult fiction has emerged as a crucial pedagogical tool for Holocaust education. This paper examines the narrative strategies that make young adult fiction an apt bearer and preserver of the traumatic past. Specifically, these strategies involve fantastical modes of storytelling, liminality and witness testimonies told to the second- and third-generation listeners. These strategies modify the humanist resolution of young adult narratives by integrating growth with collective responsibility.
Updated: Dec. 11, 2019
For eight days and seven nights, participants of Project MEGA from Belarus, the United States, Israel, Russia, Ukraine, Moldova, Azerbaijan, Georgia and Poland travelled throughout Belarus learning about the country’s history and the history of its Jewish presence. In addition, MEGA participants worked on cleaning and restoring ancient Jewish cemeteries and decrypted names, dates, prayers and blessings, carved on the matzevot – Jewish tombstones, some of them more than 500 years old.
Updated: Aug. 06, 2019
This is a Jewish summer camp. This camp is participating in the Hiddur Initiative, a multiyear project of the Foundation for Jewish Camp (FJC).Hiddur aims to deepen the ways in which eight Jewish summer camps across the country think about Jewish education. Rosov Consulting has been working closely with funders, stakeholders and the camps themselves for the last two years, and my visit is part of our annual “site observations” at all eight camps.
Updated: Aug. 06, 2019