Search results for: Heller Stern Miriam
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We are getting a lot of questions about how our fields within Jewish education are doing at this unique moment. As the pandemic has continued – and the depth of its impact on life becomes more acutely felt – we continue to try and make sense of the effect this has on Jewish education and how our fields continue to adapt. We try to reflect, often in real time, on what we are experiencing, how we can support educators and families, and what the future may look like. We share insight below from each of our fields – Early Childhood Education, Part-Time Jewish Education, Day Schools, Jewish Camp, Teen Engagement and Education, and College Engagement and Education.
Updated: Aug. 18, 2020
Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.
Updated: Jan. 07, 2020
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