Search results for: Pomson Alex
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Jewish overnight summer camp has been touted as an especially well-suited venue for Israel education. This article brings an institutional lens to test this proposition. Data come from the survey responses of 1,382 campers, CITs, and staff at 12 overnight and day camps.
Updated: Jan. 27, 2019
These reflections are prompted, I admit, by the release of another report, in this case one for which I’m partly responsible, along with my colleagues at Rosov Consulting. This report — Devoted, Disillusioned and Disengaged: The Forces that Shape a Relationship with Israel — does not make any new claims about whether American Jews are more or less distant from Israel. It does however offer some new lenses on this relationship and what shapes it. Most significantly, this report has profound implications for how Jewish day schools and other educational institutions should teach about Israel.
Updated: Dec. 02, 2018
Against this backdrop, the New York Jewish Teen Initiative was launched in 2014. This ambitious effort to create new models of summer programming for Jewish teens, and to increase the numbers participating in Jewish experiences, is a partnership between UJA Federation of New York and the Jim Joseph Foundation within the framework of the Jewish Teen Education and Engagement Funder Collaborative, which includes national and local funders from ten communities. The Jewish Education Project serves as lead operator of the Initiative, which is being evaluated by a team from Rosov Consulting. Ahead of a third summer of programming, it is appropriate to take stock of what we’ve learned so far. A full report is available here.
Updated: Jun. 19, 2017
Emerging Adults Choosing Long-term Programs in Israel – Questions Inspired by the Evaluation of Masa Israel Journey
Today, about a third of Masa Israel Journey’s twelve thousand participants are older than 21. Most of this population are post-college and pre-family; in today’s world, what has been coined “emerging adults.” While this change alone is interesting, the implications of this change are especially intriguing and provocative for Masa and for community partners interested in effectively engaging this demographic group. A team from Rosov Consulting is working together with Masa Israel Journey to study the outcomes produced by the different programs for which Masa provides a platform. Having completed a retrospective study of Masa alumni who participated in programs between 2005 and 2014, we have also been studying, in real time, a cohort who participated in Masa programs between July 2014 and June 2015, and who are now between six and twelve months out of the program.
Updated: Jan. 12, 2017
Our two organizations – Rosov Consulting and Middlebury College – have been involved in studying an initiative that is at a point of inflection, on the brink of transitioning from start-up to scale. We have had the opportunity to document and evaluate, from the time of its birth – really, since its conception – the Areivim Hebrew at Camp Initiative. With the initiative moving to a second stage of development, developing a co-brand with the Foundation for Jewish Camp, this a timely moment to share some of what we have learned. The goal of the Hebrew at Camp Initiative is to create a movement of Hebrew immersive and partially-immersive Jewish day camp programs where pre- and elementary-school-age children can experience, learn and enjoy modern spoken Hebrew utilizing the Proficiency Approach, a gold standard in language education. The concept is this: young children spend their summer at Jewish day camp; their ability to communicate in Hebrew develops dramatically, they develop a positive connection to Israel, and they have as much fun as their fellow-campers.
Updated: Dec. 08, 2016
Two years ago, our team at Rosov Consulting had an opportunity to evaluate the impact of Israel trips of 8th grade day school students. While working with Jack Wertheimer on behalf of the AVI CHAI Foundation on the Hearts and Minds: Israel in North American Jewish Day School project, we were approached by the Jewish Agency for Israel. The Agency recognized that many of the two thousand 8th grade students who were participating in the AVI CHAI study, and had already completed a student survey, would soon participate in school trips to Israel. They proposed a follow-up study with a sample of students after their return. This study would make it possible to explore a question that until then had not been researched: if and how middle-school students’ self-understanding and their connections to Israel are changed by participating in short-term educational programs in Israel. What we learned from the study of the participating schools can be useful to all schools that run such programs. Indeed, the study models what learning can be set in motion by evaluation work in general.
Updated: Nov. 11, 2015
Sixty-five years after its establishment, Israel remains a central feature of Jewish educational programing in North America, perhaps nowhere more ubiquitously and intensively than in Jewish day schools. Anyone visiting such schools cannot but be struck by the omnipresent physical reminders of Israel, daily messages about Israel and the many special programs convened to memorialize or celebrate developments in Israel. Given the omnipresence of Israel in so many Jewish day schools and the self-declared mission of most schools to foster an attachment to Israel, this project has sought to take the measure of Israel education by investigating the so-called inputs, outputs and outcomes of day school Israel education.
Updated: May. 07, 2014
Engineering Enduring Change: Learning What it Will Take to Transform Day School Israel Education from a Study of BASIS
Launched in September 2008, at the stimulus of the Jim Joseph Foundation, BASIS—the Bay Area Schools Israel Synergy initiative—has been an ambitious initiative to intensify Israel education in eleven Jewish day schools. This report studies the BASIS initiative so as to learn what might lead to enduring change elsewhere in the field of day school Israel education and in any Jewish communal effort to produce systemic and sustained change across multiple educational institutions.
Updated: Jul. 15, 2012
This article takes up categories from literature on political and civic engagement to help make sense of data collected from interviews with 40 American Jewish day high school students about what they think and feel about Israel. Viewed through a set of lenses that distinguish between the manifestations and motivations of political and civic engagement, the article helps clarify why young Jews, even when actively and positively engaged with Israel, are uncomfortable labeling themselves as Zionists. The analysis points to an important distinction between the concepts of Israel as “home” and “homeland.” The article also raises important questions about what is presumed to be an increasing distance or alienation from Israel among young American Jews.
Updated: Jul. 04, 2012
In this article, the authors report on a multi-method study which attempted to find answers to the following questions, what are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? Their account is organized around an analytical model that helps distinguish between what they call the vehicles, intensifiers, and conditions of day school Israel education. Their discussion explores the possibility that when it comes to Israel education, schools have shifted from a paradigm of instruction to one of enculturation. This shift, they suggest, is indicative of a generalized anxiety about students' commitments to Israel and about their capacity to advocate for Israel when they “come of age” at university.
Updated: Jun. 20, 2010