Search results for: Teacher education
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In 2011, thanks to the generosity of the Jim Joseph Foundation whose support commenced our five year Experiential Learning Initiative, The Davidson School of JTS launched a new program: a specialized cohort of graduate students who concentrated on the study, experiences and training of Experiential Jewish Education on a much grander scale. These thirty-four brave souls over the three cohorts of our two-year Experiential MA were, essentially, our guinea-pigs, our participants in our grand experiment.
Updated: Oct. 22, 2014
This article discusses the research we have and the research we need in both general and Jewish teacher education. First, the author discusses three recent efforts to synthesize and assess existing research in teacher education and to identify needed research. Next, she reviews a handful of recent studies in Jewish teacher education, which illustrate various research genres and provide a taste of what more coordinated studies could generate in the way of usable knowledge. She concludes by proposing three programs of research on the education of Jewish educators.
Updated: Sep. 18, 2014
“My Heart Is in the East and I Am in the West”: Enduring Questions of Israel Education in North America
By examining writing about Israel education since the founding of the State, this paper highlights three questions that have surfaced repeatedly in Jewish educational discourse: What is the purpose of teaching American Jews about Israel? Who is best equipped to teach American Jews about Israel? How can Israel education foster positive identification with Israel without whitewashing over the imperfections of the Jewish State? By exploring how each question has manifested in Jewish education, it examines why—for very different reasons—these questions have endured over time, and considers what it might take to arrive at lasting conclusions about them.
Updated: Sep. 18, 2014
Sixteen Jewish Early Childhood Educators from around the country had just completed the fifteen-month Jewish Early Childhood Education Leadership Institute (JECELI). We had engaged in intensive Jewish learning, inquiry and reflective practice, leadership development, and community building. The new task before us was to continue this meaningful experience by not only sharing our learning with our host institutions but also by deepening and strengthening the connections we had already formed. We were determined to continue our relationships, our community and our learning. We decided we would create for ourselves a COP (community of practice) among this tightly established group of educators that had formed in JECELI.
Updated: Jul. 16, 2014
Gratz College is delighted to announce the creation of fourteen fellowships: seven for the Gratz master’s in Jewish Education and seven for the Gratz master’s in Jewish Communal Service. Gratz is making these degrees more accessible to deserving candidates through a combination of significantly reduced tuition and flexible scheduling. The Gratz College family is thrilled to have the opportunity to establish the Gratz College Midcareer Fellowship. The cohort that will be selected will be comprised of Jewish educators committed to nurturing Jewish identity in their students and nonprofit leaders dedicated to improving the institutions and communities in which they work.
Updated: May. 29, 2014
In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester in Israel program. Analyzing a variety of data sources—including internal and external documents, course syllabi, the program’s experiential components, and strategic institutional partnerships, as well as students’ course papers, emails, exit interviews, and oral conversations—we find that an immersive cultural curriculum yields important outcomes for students who engage with our vision of Israel education.
Updated: May. 27, 2014
This case study examines the contours of culturally relevant pedagogy in an undergraduate preservice teacher education program for Jewish women. The case describes how the assigned reading of Albarelli’s (2000) narrative of teaching in a Hasidic Jewish school, Teacha! Stories from a Yeshiva, disrupts the classroom community, diminishes student engagement with the course, and undermines student confidence in the instructor. This research explores what happens when “respect for” challenges “reflection about.” The study finds that differential cultural understandings surrounding the concept of “respect” mediate the discourse. The author raises questions about the ethics of social justice in religious teacher education, probes the poverty of educational reform in a landscape of nondiscussables, and offers strategies for navigating this tender terrain.
Updated: May. 26, 2014
MOFET Online International Conference: Ivrit B'Kavvanah T'Chila - Teaching Hebrew as an Additional Language to Diverse Populations in Israel and Around the World
MOFET International is proud to announce the launching of its online international conference website, Ivrit B'Kavvanah T'Chila - Teaching Hebrew as an Additional Language to Diverse Populations in Israel and Around the World. The online conference, to be conducted in Hebrew (Ivrit), is scheduled for May 10-11, 2015. The conference will focus on teaching Hebrew as an additional language to diverse populations in Israel and around the world, and on the challenges facing teachers, teacher educators, researchers, educators, and policy makers in the field. Researchers, educators, teacher educators and administrators are invited to submit proposals for presentations.
Updated: May. 25, 2014
Spend four days (July 21 - July 24, 2014) at Case Western Reserve University this summer studying with experts in Jewish history, theology and culture, and in Jewish education. An outgrowth of the popular Moreh L’Morim, this conference is for you if you are a Jewish educator, a communal professional, or a life-long learner. Whether you are a Clevelander or an out-of-town visitor, you will find that this unique 4-day program offers an unparalleled intellectual and social experience: a hybrid of a graduate seminar, a professional-development conference, and a 'Road Scholar” educational adventure.
Updated: May. 07, 2014
When considering the state of complementary Jewish education, I am struck by the absence of conversation about the 800-pound gorilla sitting in front of us: the fact that our Jewish educators are largely untrained as teachers. There is a lot of lip service given to innovation, experiential education, differentiated learning and engagement. I read about the ecosystems of complementary education, the need (or not) to emulate the summer camp experience, the introduction of technology, and the role of families in their children’s learning. What I don’t read about is improving the quality of instruction.
Updated: May. 07, 2014