Search results for: Kramer Juli
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Jewish day schools take on a wide range of goals, often beyond the scope of traditional programs. Schools must have academically strong secular and Judaic studies programs, but they must also instill a sense of spirit and commitment to Jewish beliefs, values, and people. This article provides a concise and clear description of Elliot Eisner’s Educational Connoisseurship and Criticism qualitative research model and how its use can provide valuable information for Jewish day school researchers and educators as they try to understand these complex learning environments. Through the use of examples, the article outlines Eisner’s five dimensions of educational settings: intentional, curricular, pedagogical, structural, and evaluative
Updated: Jul. 22, 2015
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