Search results for: Day schools
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Leadership Perspectives on the Financial Sustainability of Non-Orthodox Jewish Day Schools in Toronto
The purpose of this study was to better understand how Jewish day school leaders in Toronto perceive non-Orthodox Jewish day school financial sustainability. This multisite case study used a questionnaire, completed by 23 leaders of non-Orthodox Jewish day schools, and one-on-one interviews with all eight heads of school of the non-Orthodox Jewish day schools in Toronto to collect data.
Updated: Feb. 18, 2021
Teaching and testing in Hasidic schools: Skills, content, and knowledge automaticity as a model for other day school contexts
This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity.
Updated: Feb. 18, 2021
Jewish educators are not just looking to life beyond the proverbial cave and the day after COVID, but are continuing to do what good educators do: reflect on their practice and learn from their prior experiences. From these adverse and confronting times, educators have begun to see pedagogic practices that will impact Jewish education beyond the pandemic. Some educators are bold enough to declare that from this great disruption will emerge tremendous innovation, that the new normal will look nothing like what existed prior to pandemic, or even just that technology has opened their eyes up to new potential and possibilities. Some of my colleagues and I have dubbed these new possibilities as our COVID Keepers – what we think might prevail when all of this is over. We’re proud to share some of our thoughts on COVID Keepers below.
Updated: Jan. 14, 2021
Jewish day schools are in the news. Some of the attention comes in the form of negative publicity about health risks that schools in the more insular sectors of Orthodoxy have taken to keep classes in session during the COVID-19 pandemic. On a more positive note, day schools with a more modern orientation have received praise for doing an unusually good job of helping their students get through the spring lockdowns—and, where possible, for how rigorously they planned and executed reopening the current school year. Their efforts seem more successful than those of many public and nonsectarian private schools. These achievements have not been lost on parents, including some who had not enrolled their children in the past but over the summer showed new interest. Why day schools have done well and what parents are seeing when they give them a second look is a story that can be understood only in the context of their significant, yet largely unremarked, educational transformation over the past two decades.
Updated: Jan. 13, 2021
R. Yehoshua ben Gamla’s innovation, which may have saved countless Jewish children from ignorance, has been the flashpoint for many minor internal conflicts. What do we do when the formal Jewish learning undermines long-standing family traditions? How do those with formal Jewish authority react when the families and the community seek to undermine that authority? The questions are not limited to religion, they extend to almost every aspect of life. Are schools to function as societal thought-leaders and change agents or is their mandate to maintain the norms and standards of its constituents and the community it serves?
Updated: Jan. 12, 2021
School’s Place in Nurturing Students’ Jewish Identity Within a Broader Social and Cultural World: Stakeholders’ Experience
This article reports on students’ and faculty members’ experience of their pluralistic Jewish day school’s educational mission to nurture students’ Jewish identity exploration within a broader social and cultural world. It articulates these stakeholders’ perceptions of the ways teaching and learning of Jewish values, customs, and knowledge are integrated into the formal and informal educational experiences. Furthermore, it identifies five key features that contribute, mainly positively, to students’ exploration. of a broader Jewish, Australian, and global identity formation. It argues that a close alignment between stakeholders’ personal views and beliefs and their experience of the implemented educational mission, is a major contributing factor in stakeholder satisfaction with Jewish day school education.
Updated: Jan. 11, 2021
Pedagogies for Concurrent Learning is designed for teacher leaders. The 2 two-hour, custom-designed virtual workshops - facilitated by BetterLesson’s team of learning designers - will help educators define the specific challenges and opportunities of the concurrent classroom. Participants will walk away with concrete and manageable solutions to try the next day, as well as information on bigger aspirational shifts that concurrent learning can make possible through personalized support.
Updated: Jan. 10, 2021
The articles in this issue demonstrate that, remarkably, day school stakeholders are continuing to dream about their schools, their community, and their craft—and doing so with more intensity and vibrancy than ever before. All of the training, the regular preparation, the professional development and investment in change that schools made before Covid are showing their value now palpably, “in the sight of all the people” (Exodus 19:11). Even as they work to create solutions to the challenges of today, they have an eye to the future, trying to anticipate which changes will bear fruit—which “castles in the air” may acquire a “foundation”— in a post-Covid world.
Updated: Nov. 09, 2020
Jewish Education Innovation Challenge Awards a Total of $80,000 for Ignition Grants for God Expansion in Jewish Day Schools
The Jewish Education Innovation Challenge (JEIC) has awarded a total of $80,000 to four Jewish day schools through Ignition Grants for God Expansion. (JEIC) initiated its Ignition Grants program in late 2018 to continue to catalyze change in day schools by supporting creative, out-of-the-box programs through micro-grants to a wider population of schools. Ignition Grants for God Expansion were added in summer 2020 to advance distinctive, enduring approaches for elevating and deepening the God-student relationship.
Updated: Nov. 04, 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