Search results for: Levites Arielle
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While rabbinic texts have long played a central role in the development of contemporary Judaisms and Jewish day school curricula, we don’t know very much about students’ learning. While we have some sense of what teachers and other experts think constitutes an understanding of rabbinics (Levisohn 2010, and Kanarek and Lehman 2016), there is little data about what students actually know about or are able to do with particular texts, or what sense they make of rabbinics as a whole. In the spring of 2017, as part of the Mandel Center’s Students’ Understanding of Rabbinics project, we interviewed twenty students recruited from two Jewish community day high schools about their study of rabbinics.
Updated: Nov. 09, 2017
As part of a larger study of student understandings of rabbinics—what it is, how it is learned, and what it’s for—it was clear to the research team that it would be important to include the voices of day school educators who teach rabbinics. We interviewed ten educators, including those who teach rabbinics and those who supervise its teaching.
Updated: May. 03, 2017
This study, commissioned and funded by the Hertog Foundation, and conducted by a team of academic researchers, was undertaken to learn about Chabad on Campus International, an organization that seeks to enhance Jewish identity and practice among Jewish college students at almost 200 American college campuses. Campus centers are run by Orthodox married couples trained at rabbinical schools and seminaries run by the Chabad-Lubavitch movement. The study was designed to learn who comes to Chabad at college campuses, how Chabad works with undergraduate students, and what impact Chabad involvement during college has on the post-college lives of young Jewish adults.
Updated: Sep. 28, 2016