Search results for: Raider-Roth Miriam B.
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The Mandel Teacher Educator Institute (MTEI), now in its 23rd year. is a program that strengthens the Jewish community by developing educational leaders – “teachers of teachers” – who are spearheading powerful and innovative professional development experiences for their institutions and communities. We believe that ongoing, substantive professional development for educational leaders and teachers is central to revitalizing Jewish education. MTEI’s intensive two-year program that consists of six, 4-day seminars with assignments in the field between meetings, practicing havruta text study, investigating teaching and learning practices in small and large groups, learning skills of communication and relational learning for leaders is a building block toward this goal.
Updated: Sep. 03, 2018
“I had to live, breathe, and write my character”: Character Selection and Student Engagement in an Online Role-Play Simulation
This study explores the relationship between character selection and student engagement in the Jewish Court of All Time (JCAT), an online and classroom-based role-playing simulation of a current events court case with Jewish historical roots. Analyzing students’ responses to three questions posed in an out-of-character JCAT discussion forum, we tracked indications of their different types and styles of engagement and how they were associating this engagement with their character roles.
Updated: Nov. 15, 2017
‘I Finally Felt Like I Had Power’: Student Agency and Voice in an Online and Classroom-Based Role-Play Simulation
This article presents an educational action research study examining how one online, classroom-based role-play simulation offers middle school students the opportunity to strengthen their agency and voice. The Jewish Court of All Time (JCAT) is a web-mediated simulation designed for middle school classrooms where students take on roles of various characters throughout the world, history and literature to address an imaginary court case. JCAT is meant to develop students’ skills in writing, critical thinking, perspective-taking, historical empathy and communication, as well as subject literacy in social, historical and cultural contexts. Our research question focuses on how JCAT further encourages and supports the middle school students’ agency and voice. activities.
Updated: Nov. 11, 2015
This article investigates how one Summer Teachers’ Seminar sought to support teachers’ capacity to understand and teach about religion and culture. Using a qualitative, feminist, action-research methodology, the article questions whether the study of one religion and culture creates a bridge toward understanding larger questions of diversity. Findings suggest that such bridge building is possible, when supported by the exploration of the diversity of one culture itself, participating in relational pedagogical practices that focus on cultural artifacts, and a learning environment with diverse participants.
Updated: Jul. 22, 2015
This article explores how preservice teachers can develop mentoring capacities (i.e., perspective taking, connection with students, and self - reflective opportunities on their roles as teachers) by participating in a historically - based online simulation game with middle school students. The arena for this exploration, the Jewish Court of All Time (JCAT), is a web - mediated learning platform that utilizes character play to enhance historical and cultural understanding. Through the description of three preservice teachers/mentors in JCAT, we illustrate how the preservice teachers/mentors work to support the learning of the middle school students while developing their teaching skill set. Our research explores the ways in which participation in the dual roles of character and mentor shapes the university students’ development as preservice teachers.
Updated: Feb. 19, 2015
“The False Promise of Group Harmony”: The Centrality of Challenging Practices in Teachers’ Professional Development
This article discusses an action research study of a week-long Summer Teachers Institute which immersed teachers in the study of Jewish historical and cultural texts. We investigate how this kind of cultural immersion created opportunities for transformative learning – the kind of learning that would not merely be the application of “new lessons,” but that would also help teachers reconceptualize their teaching practices regarding Jewish religion and culture. Our findings suggest that text study practices of challenging – in tandem with practices of supporting and voicing – were central in constructing a “relational learning community.” Such a community was a necessary condition for transformative learning.
Updated: Apr. 30, 2014
Learning to be Present: How Hevruta Learning Can Activate Teachers' Relationships to Self, Other and Text
This article focuses on the ways hevruta learning can contribute to teachers' capacity to be present to self, other, subject matter and the cultural context in which the learning occurred. Hevruta learning, when conceptualized for the purposes of teachers' professional development, brings to the fore both the interpretive and relational aspects of the learning process. The theoretical frameworks of philosophical hermeneutics and relational psychology infuse our design of hevruta learning as well as our analysis of teachers' unfolding awareness of presence.
Updated: Oct. 14, 2009