Search results for: Heller Stern Miriam
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How do we talk to young children living far away from Israel about the current situation (Operation Protective Edge) when they are not yet old enough to understand terms like “Zionism” or “anti-Semitism” or “terrorism” or “occupation”? As parents of young children and also as Jewish educators, we would like to offer some tips for talking (and listening) to young children about the current conflagration.
Updated: Dec. 21, 2014
This study analyzes the ways in which practitioner inquiry engages graduate student educators in understanding how to navigate the complexities and contingencies of teaching. By examining the challenges graduate student teachers faced while conducting practitioner inquiry, as well as the categories of teacher knowledge they developed in the process, this article demonstrates that the primary value of novice practitioner inquiry is in the cultivation of educators who can approach their practice with deeper analysis, self-awareness, and sophistication. By learning to adopt an inquiry stance and translate their research into action, they can elevate the quality of their own teaching. As they become more seasoned, and if a culture and scaffold can be created to advance and support their inquiry, teachers have the potential to enrich best practices in the field by sharing their research-generated perspectives with colleagues.
Updated: Apr. 30, 2014
Miriam Heller Stern, Dean of the Graduate Center for Education at American Jewish University in Los Angeles, responds to the recent Jewish education blogosphere discussion of the 'reinvention' of Jewish education. She claims that Jewish education must learn from the last century of attempted American school reform. Such reform was in reality, limited to what teachers actually chose to do, not what thinkers thought about and proposed.
Updated: Oct. 04, 2011