Search results for: Gorsetman Chaya
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This study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations.
Updated: Jan. 30, 2019
“It's Part of the Fabric”: Creating Context for the Successful Involvement of an Outside Expert of Jewish Early Childhood Education in School Change
The effectiveness of outside experts in professional development in Jewish schools has been questioned in light of scholarly critique of this approach. This case study examines the sociocultural context of one such long-term project aimed at school improvement through early childhood (EC) curriculum development. The research identifies cultural and organizational factors contributing to the effectiveness of the outside expert's 7-year involvement in the project. Qualitative methods include teacher and administrator interviews, artifacts, and field notes. Findings stress the importance of shared values, collaborative learning, teacher autonomy, and supportive school leadership for success of this professional development model.
Updated: Sep. 12, 2013
This article presents and reflects on a number of anecdotes which document children experiencing something in modern Orthodox schools that contradicts his or her personal perception of reality, or confronts an idea that conflicts with his or her social context/personal experience dealing with gender.
Updated: Sep. 28, 2008