Search results for: Day schools
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Not the Israel of My Elementary School: An Exploration of Jewish-Canadian Secondary Students' Attempts to Process Morally Complex Israeli Narratives
The following article presents data from a mixed-methods practitioner research study that focuses on understanding how Jewish secondary students learned about controversial topics in Israel's history and how these topics impacted their connection to the country.
Updated: Feb. 20, 2019
The Challenge of Professional Development in Jewish Studies: Why the Conventional Wisdom may not be Enough
This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching.
Updated: Feb. 20, 2019
Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.
Updated: Feb. 20, 2019
Broadening Perspectives on Immigrant Experiences: Secondary Students Study the Absorption Difficulties Faced by Mizrachi Immigrants in Israel
Over the course of the 2015–2016 academic year, 12th-grade students at a Jewish high school in Canada participated in a research study that assessed how they integrated morally complex narratives in Israel’s past into their own relationship with the country. This article presents material based on how students reacted to learning that some Jewish immigrants were mistreated by the government by way of intentional economic disparity, depiction as grotesque caricatures in standard curricula, and denial of access to funds for cultural expression. The majority of students expressed shock and outrage as this narrative contrasted with the Zionist narrative that they had previously learned.
Updated: Feb. 18, 2019
The Pardes Institute of Jewish Studies (www.pardes.org.il) and Hebrew College (www.hebrewcollege.edu) announced a new joint program to train outstanding students as combined rabbi-day school educators. Set to launch fall 2019, a new track of the Pardes Day School Educators Program (PEP) will host talented students in a vibrant and innovative six-year program. The program will include a two-year teacher training program in Jerusalem with a Master in Jewish Education from Hebrew College, followed by four years in Hebrew College Rabbinical School.
Updated: Feb. 13, 2019
Outcomes in the inter- and intra-personal realms are central to the goals of Jewish education, yet educators often struggle to address them in a meaningful way. In this article, we describe what we learned from facilitating an online community of practice for congregational school leaders and day school educators seeking to enhance their work in promoting social, emotional, and spiritual growth.
Updated: Jan. 30, 2019
We look at the new Jewish education ‘laboratory’ at the Kaplen JCC midway through its inaugural year. Starting a school — going from the daydream to the absolute reality of actual ninth-graders looking at you expectantly one September day — is an extraordinary achievement. You get to shape students’ lives. That’s what Tikvah Wiener of Teaneck did with the Idea School, a new Jewish high school whose freshman class started in September. The school’s set at the Kaplen JCC on the Palisades in Tenafly; the intergenerational programming inside the building and the wooded acres outside seem a necessary part of it.
Updated: Jan. 16, 2019
The history of Jewish day schools in Los Angeles can provide lessons that are widely applicable to the future of Jewish education. The number and variety of non-Orthodox day schools in the city surged in the late 1970s through the 1990s, creating the contemporary landscape of day schools. However, it is the first few schools, established before the number of day schools exploded due to court-ordered busing and other factors, that illustrate an important lesson for the future of day schools in Los Angeles and across the country.
Updated: Jan. 10, 2019
To increase the likelihood of school-wide change and ultimately reach a greater number of teachers, PCJE will hold a Tefilah Education Conference for Day School Administrators at the Pearlstone Retreat Center in Reisterstown, MD from June 24-28, 2019. PCJE will host a maximum of 15 school administrators and/or key tefilah leaders best able and empowered to lead the tefilah education change process in their schools.
Updated: Jan. 09, 2019
This issue of Hayidiyon looks at ways that Jewish day schools find creative ways to increase and maximize their resources. In the first section, authors explore the partnerships that day schools forge with organizations in their community and beyond, to help raise money, foster teacher development, support students and cultivate relationships. Articles in the second section look at ways that schools work with the resources that exist within the school. We hope that the issue inspires you with fresh ideas for catalyzing resources at your school.
Updated: Jan. 02, 2019