Search results for: Research
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“Let’s Talk about It”—Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study
This study is based on a zoology course designed for in-service teachers, which aimed to provide basic scientific knowledge about evolution using the Religious cultural competence in Evolution Education framework. The study explores whether learners who were resistant to evolution modify their attitudes and willingness to learn about it, and whether they develop respect toward learners who hold contradicting views.
Updated: Jan. 14, 2021
The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel
This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods.
Updated: Jan. 14, 2021
The severe restrictions on public life in many countries following the spread of the COVID-19 pandemic specifically affected Holocaust memorials and museums in all parts of the world, especially in Europe and in Israel. These measures posed a significant challenge, because contemporary forms of Holocaust commemoration are particularly based on the personal experience of presence at museums and historical sites. In contrast to the experience of distancing in face of the COVID-19 pandemic, establishing the presence of the past is thus a crucial element of contemporary Holocaust commemoration. This article explores the relationship between presence and absence, proximity and distance, guided commemoration and online engagement by critically analyzing digital activities of Holocaust memorials and museums in response to the pandemic. It argues that in the wake of the COVID-19 pandemic, Holocaust memorials began experimenting with the potential of social media for Holocaust memory. These experiments finally accepted the ongoing generational change and reacted to significant previous shifts in media consumption that were already affecting Holocaust commemoration.
Updated: Jan. 13, 2021
Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills
This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants’ perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in. Another aim was to reveal the most effective perceived PBL constructivist activities in enhancing the assessment methods.
Updated: Dec. 16, 2020
Beyond Jewish Identity edited by Jon A. Levisohn and Ari Y. Kelman (2019). Academic Studies Press: Book Review
A new book, Beyond Jewish Identity: Rethinking Concerns and Imagining Alternatives, edited by Ari Kelman and Jon Levisohn, straddles the distinction between the processes that shape Jewish identities and the communal project of “Jewish identity.” The book’s essays hover around the idea that there’s something troubling about “Jewish Identity” and the outsize role that it now plays in Jewish communal-organizational discourse that needs to be reconsidered, especially with regard to Jewish education. The editors push for this reconsideration because they believe that attending to Jewish identity as an outcome undermines thoughtful Jewish education and misdirects the attention of the funders.
Updated: Dec. 15, 2020
Jewish Futures Project. Birthright Israel's First Decade of Applicants: A Look at the Long-term Program Impact
The Jewish Futures Project (JFP) has been following multiple cohorts of Birthright participants, and others who applied to the program but did not go, for over a decade. In the sixth wave of the JFP study, we explore whether Birthright’s long-documented impact on connection to Israel and engagement in Jewish life persists, as participants grow older, and the trip recedes further in their memory.
Updated: Dec. 09, 2020
Though the development of Jewish schools in the United Kingdom has increased enormously in the past 50 years, the planning of adult Jewish education in the UK has been almost entirely ignored. This article explores the purpose and provision of adult education in three communities in the United Synagogue, the largest synagogal body in the UK. Synagogue-based adult education is apparently provided with little planning or measurement of outcomes. Community leaders and members take differing approaches to its aims and success measurement, with socialization being vital for participants, most of whom are in their senior years.
Updated: Nov. 05, 2020
The AVI CHAI Foundation has released the 2018–2019 census of Jewish day school enrollment in the United States. Conducted at five year intervals, this census represents the fifth and final AVI CHAI census report. This report presents enrollment data for the 2018-19 school year, as well as analysis of the major trends and changes in the Day School world since 1998.
Updated: Oct. 22, 2020
This report shares findings from interviews with students and educators conducted between January 2017 and June 2018. The student interviews were conducted with current high school students from three Jewish day schools. Additionally, educators in a wider range of Jewish day schools were interviewed. While the material below focuses primarily on the students’ perspectives, we use the interviews with educators to add more dimension to our portrait of the teaching and learning of rabbinics at the high school level. The interviews with teachers provide texture and context for the student accounts and help enrich our understanding of how Talmud is presented in Jewish day school classrooms.
Updated: Sep. 10, 2020
The paper will first describe the challenges that the Israeli teacher education colleges faced during the Coronavirus outbreak. It will then present an initiative launched by the Israeli Ministry of Education (MoE) to open an alternative route of an initial teacher education programme geared towards academics who lost their jobs as a result of the epidemic and are interested in re-training themselves to become teachers. The final part will discuss the main conclusions and reflections on the situation which can be drawn at this point in time.
Updated: Sep. 10, 2020