Search results for: Pomson Alex
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Jewish day schools are in the news. Some of the attention comes in the form of negative publicity about health risks that schools in the more insular sectors of Orthodoxy have taken to keep classes in session during the COVID-19 pandemic. On a more positive note, day schools with a more modern orientation have received praise for doing an unusually good job of helping their students get through the spring lockdowns—and, where possible, for how rigorously they planned and executed reopening the current school year. Their efforts seem more successful than those of many public and nonsectarian private schools. These achievements have not been lost on parents, including some who had not enrolled their children in the past but over the summer showed new interest. Why day schools have done well and what parents are seeing when they give them a second look is a story that can be understood only in the context of their significant, yet largely unremarked, educational transformation over the past two decades.
Updated: Jan. 13, 2021
This paper is a first effort to systematically document programmatic interventions in five of the ten communities participating in The Jewish Teen Education & Engagement Funder Collaborative, a joint philanthropic effort launched in 2013. The paper identifies patterns and trends reflected in the programmatic choices made by each community. It then makes explicit five assumptions that underpin these choices and reflects on what they imply for further teen education and engagement efforts. These assumptions, as elaborated in the paper, are identified as: (1) “every body counts;” (2) “breaking down the silos;” (3) “integrating curation and innovation;” (4) “tapping Israel;” and (5) “searching for blue ocean.”
Updated: Aug. 17, 2020
The articles in this issue confirm that today’s Jewish teenagers are a generation of creative thinkers; they will not be the passive recipients of an ancient tradition. Instead, they are broadly categorized as a generation from whom Jewish wisdom, values, and tradition are most readily adapted when presented in a nondogmatic, inquiry-based approach, where their role is to internalize, make sense of, and produce their own meaning. There is a tremendous opportunity for educators and for places of Jewish learning if they adapt to these practices: a generation of Jewish teenagers is open and willing to actively participate in those journeys.
Updated: Aug. 17, 2020
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