Search results for: Day schools
Page 57/64 640 items
Steve Bailey argues for a proactive, formalized approach to ethical reasoning and behavior in Jewish Day school education. In this article, he proposes the Kohlberg Just Community model for Jewish Day schools as a gateway to graduating students who, after leaving the school environment, have been educated to become effective representatives of Jewish values in the community at large – on campuses, on school boards, in Jewish communal institutions and as advocates for Israel.
Updated: Oct. 05, 2010
Jewish day schools offer many experiences meant to foster the Jewish development of students. However, these experiences are at risk of being disconnected from one another, complicating a comprehensive approach to addressing issues of identity. This article uses a constructivist approach to identity development to frame the challenges posed by such a fragmentation. Observations of pluralistic Jewish day high schools are brought as illustrations. The author discusses an approach of scaffolded reflection as a way to integrate the identity—enhancing experiences in which a student participates.
Updated: Oct. 05, 2010
A new study, the first of its kind, on whether and how Jewish day schools around the country address issues of physical, psychological and sexual abuse, concludes that the problem is widespread but is beginning to be dealt with effectively.The study found that more than one-third of the responding schools made official mandated reports of abuse in the last year.
Updated: Sep. 21, 2010
The 2010 PEJE Assembly for Advancing the Jewish Day School Field to be held in Baltimore between October 24-26, 2010 has announced its schedule. The Assembly is designed to harness collective strength—knowledge, experience, passion, expertise, and vision—and provide the setting for day school and community leaders to engage in national conversation, discover alternative possibilities, connect to new resources and ideas, and learn from each other.
Updated: Aug. 24, 2010
Eli Kannai, Chief Educational Technology Officer for the AVI CHAI Foundation, tells in this article about educational technology experiments of day school educators who have received grants to plan and implement projects utilizing technology in their curricula. He describes some of the lessons learned by the schools and AVI CHAI during the course of these experiments, also thereby demonstrating some of the most troubling pedagogic challenges in Jewish day school education.
Updated: Aug. 22, 2010
Professional and lay leaders from Jewish day schools from across the spectrum of practice will come together for the second annual unified educational conference between February 6-8, 2011 in Los Angeles. Jointly planned by RAVSAK: The Jewish Community Day School Network, the Institute for University-School Partnership at Yeshiva University, the Solomon Schechter Day School Association, and PARDeS: The Progressive Association of Reform Day Schools, the shared conference represents ground-breaking work in cost-effectiveness and community building among Reform, Conservative, Community and Orthodox day schools.
Updated: Aug. 15, 2010
International Fellowship of Christians and Jews Gives $1.1 Million to the Jewish Agency for Schools in Former Soviet Union
The International Fellowship of Christians and Jews, under the leadership of Rabbi Yechiel Eckstein, announced a donation of $1.1 million to the Jewish Agency for Israel to support the Heftziba network of Jewish day schools in the former Soviet Union. This comes in addition to the $400,000 in support to the school network given earlier this year by the Fellowship.
Updated: Jul. 18, 2010
Adam Dickter writes about families in the NYC area who are fed up with having to fight the system of Jewish day schools to ensure that their special needs children get a proper Jewish education. They feel that yeshivas and day schools have been reluctant to expand inclusion or explore creative new ways of integrating special-needs students.
Updated: Jun. 22, 2010
In this article, the authors report on a multi-method study which attempted to find answers to the following questions, what are North American Jewish day schools doing when they engage in Israel education, what shapes their practices, and to what ends? Their account is organized around an analytical model that helps distinguish between what they call the vehicles, intensifiers, and conditions of day school Israel education. Their discussion explores the possibility that when it comes to Israel education, schools have shifted from a paradigm of instruction to one of enculturation. This shift, they suggest, is indicative of a generalized anxiety about students' commitments to Israel and about their capacity to advocate for Israel when they “come of age” at university.
Updated: Jun. 20, 2010
In a post from the eJewish Philanthropy's Growing Jewish Education in Challenging Times series, Yossi Prager, the North American Executive Director of The AVI CHAI Foundation, addresses the problem of maintaining Jewish Day School sustainability in the face of challenges of a slowly recovering economy.
Updated: Jun. 06, 2010