Search results for: Novak Winer Laura
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This study sits at the nexus of American-based Israel education, supplementary education in congregational schools, and research on teachers and the beliefs that inform their practice. Focusing on four American-born teachers in two progressive congregational supplementary schools, the study employed three strategies to develop understandings about each teacher’s relationship with Israel: (1) life history, an examination of a teacher’s personal story, situating it within the social, political, cultural context in which the life story takes place; (2) intellectual biography, creating a record of what a teacher knows about an area of content or practice, how she came to know it, and how that shapes her current understanding of that content or practice; and (3) case studies. The blending of these strategies, along with the employment of multiple appropriate methodologies led to the creation of thick profiles of each informant.
Updated: Jul. 21, 2019
Independent Afterschool Jewish Education Programs and Their Relationships with Congregational Supplementary Schools
In recent years the Jewish community has witnessed a growth in the development of Jewish afterschool programs that provide childcare as well as Jewish educational programming to elementary age children. This possible trend may represent a diversification of options for families seeking to provide Jewish education and Jewish experiences for their children. Through a close examination of three afterschool programs and neighboring congregations, this article will consider whether these new start-up educational institutions threaten or complement the existing Jewish educational structures such as the congregational supplementary school and whether or not there are opportunities for congregational schools and afterschool programs to partner in serving families and what might those partnerships look like.
Updated: Sep. 18, 2017