Search results for: Cousens Beth
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A leader in Jewish education policy for over 30 years, Jonathan Woocher influenced countless practitioners and policy makers. This article examines Woocher’s body of written work by investigating three of his pieces published over a span of 20 years.
Updated: Jan. 30, 2019
While the study of rabbinic literature is a central component of the Jewish day school curriculum in both liberal and Orthodox schools, we know almost nothing about what students have learned, what they understand, or how they think. Educators and researchers therefore lack the empirical basis to articulate sound educational goals for this subject. In an initial, exploratory phase of this project, we examined students' understanding of rabbinics by gathering interview data from new day school alumni, with input from scholars, teachers and other subject matter experts. A report on the findings from Phase I is now available. Phase II is now extending the exploration, gathering new data to enrich our understanding.
Updated: Oct. 09, 2016
Establishing what we set out to do in formal Jewish education settings is often complex, and evaluating it can be slippery as we try to develop measures for what seems highly personal. Adding the variable of informal Jewish settings, with its socio-emotional or other affective agenda, only adds even more complexity to this problem. Still, in an increasingly demanding philanthropic marketplace, with board members, foundations and supporters caring deeply about the impact of their investment, it is our responsibility to show the value of their investment. We need to move beyond our ‘feelings,’ anecdotal assessments or purely numerical accounts of people in chairs. We need to be able to say with authority, integrity, and even some degree of empirical certainty that we are doing great work.
Updated: Aug. 02, 2015
In 2012-13, as part of an investigation about the role that goals, indicators and outcomes play in Experiential Jewish Education(EJE), the Department of Experiential Jewish Education at Yeshiva University’s Center for the Jewish Future, with support from the Jim Joseph Foundation, created a research project to address three sets of questions: Goal Setting, Evaluation of Goals, : Content of Goals. The project was carried out by Dr. Beth Cousens.
Updated: Dec. 04, 2013
In a post from the Growing Jewish Education in Challenging Times series, Beth Cousens of Hillel, illustrates how the Hillel Senior Jewish Educators on ten campuses around the US help hundreds of Jewish students create personal Jewish identities for themselves by taking “ownership” over their Jewishness.
Updated: Apr. 29, 2010
This article investigates the use of the contextual orientation to the Bible - which seeks to understand the Bible as a product of its time, and in the context of historical-critical biblical scholarship - as a deliberate, significant aspect of a teacher's overall approach to reaching Jewish adults in their 20s and 30s. Through classroom observation and qualitative interviews, the authors (one of whom is the teacher in the article) explore how this approach affects student learning and engagement and facilitates a meaningful attachment to and understanding of the Bible. This article also reflects one teacher's examination of his own teaching orientation and its expressions, serving as a possible model for other such investigations
Updated: Mar. 26, 2008