Search results for: Teacher education
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Beyond Institution-Building: Seymour Fox as an Educational Thinker: Reflections on Visions in Action: Selected Writings
The dominant perception of Seymor Fox as a leader and institution builder, then, has overshadowed Fox’s intellectual work and it is here that Jonathan Cohen, one of Fox’s distinguished former doctoral students, has done a great service in putting together an anthology of Fox’s writings published by the Mandel Foundation in Israel and Keter Publishing. Cohen, a longtime faculty member at the Hebrew University, has served as Director of the Melton Center for Jewish Education, as well as head of the Hebrew University’s School of Education.
Updated: Mar. 04, 2020
The Master’s Concentration in Israel Education nurtures and challenges the next generation of knowledgeable and passionate educational leaders committed to the integral role of Israel in contemporary Jewish life. Its goal is to develop an approach to Israel education rooted in a sophisticated understanding of contemporary Israel and its history, combined with an innovative educational strategy and practice. Join cohort 10 of North American graduate and rabbinic students, working together with Israeli educators to shape the future of Israel education.
Updated: Jan. 15, 2020
The Pardes Day School Educators Program – training outstanding Jewish studies teachers for day schools since 2000 – is a vibrant and innovative two-year program in Jerusalem that combines intensive text study at the Pardes Institute of Jewish Studies with a Master of Jewish Education from Hebrew College. This program is highly selective, seeking outstanding applicants for whom day school teaching is their calling.
Updated: Nov. 27, 2019
The 2019 Hebrew College Jewish Education Conference - Blossoming | Pricha, to be held on November 11-12, 2019 is designed for educators, professionals, clergy and lay-leaders (from novice to veteran) working with students and families of all ages in any Jewish setting. The conference will focus on the blossoming of educators, professionals, students, families, organizations and the Jewish family.
Updated: Sep. 05, 2019
The qualitative case study presented in this article describes and analyzes the experiences of Israeli education students, who joined a delegation to Ethiopia last year. This journey opened the doors of Ethiopia to the Ethiopian community’s younger generation, most of whom were born in Israel, and to the non-Ethiopian Israelis.
Updated: May. 20, 2019
This special issue of the Journal of Jewish Education marks a double milestone: one for the Journal itself, and one for the Mandel Teacher Educator Institute (MTEI), whose graduates are this issue’s authors. For the JJE, this is the first volume entirely devoted to practitioner research. For MTEI, this is the first publication of research done by graduates. I will share a bit about each of these enterprises before I introduce the articles which make up this special issue.
Updated: May. 01, 2019
A new Working Paper released today by The George Washington University Graduate School of Education and Human Development (GSEHD) and CASJE (Consortium for Applied Studies in Jewish Education) is the first report of a multi-year, comprehensive research project addressing the recruitment, retention, and development of educators working in Jewish settings in North America.
Updated: Mar. 14, 2019
The Hebrew University of Jerusalem’s Melton Centre for Jewish education will launch the Melton Fellows Program in the forthcoming academic year with track in social entrepreneurship. Over a period of two years, the Melton Fellows will grapple with challenges in social entrepreneurship. They will study Jewish education and its eco-system in depth and, in addition, will acquire an in-depth knowledge of social entrepreneurship.
Updated: Feb. 27, 2019
Ariel Burger, who was a student in Elie Wiesel’s class at Boston University as an undergraduate and, in his 30s, served as his mentor’s teaching assistant for five years, has written “Witness: Lessons From Elie Wiesel’s Classroom” (Houghton Mifflin Harcourt); the 288-page book is part memoir, part description of the courses — and the impact they had on a wide range of students for almost four decades — and entirely compelling.
Updated: Dec. 02, 2018
The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common framework to explore technology within teaching and teacher education. However, little research exists to explore the similarities and differences of TPACK between different teacher education programmes, within different countries or even different disciplines, especially in a secondary context. Using a self‐report online survey, this study sought to compare and contrast TPACK results from pre‐service teachers studying in secondary teacher education programmes in Australia and Israel.
Updated: Nov. 14, 2018