Jewish Portal of
Teacher Education
The online resource of pedagogical and academic content on teaching and Jewish education
Search results for: Pedagogy
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197 items
191
Cognitive-developmental theories are applied to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking.
Published: 2007
Updated: Apr. 01, 2008
192
This article explores the possible contribution to Jewish education, both in its research and its practice, to be found in the resources of Judaica scholarship.
Published: 2006
Updated: Apr. 01, 2008
193
The three research papers included in this suite share a number of obvious features, as well as some others that may be less obvious. The most obvious common feature is that all three articles are studies of the teaching of Bible. And all three study the teaching of Bible within Jewish educational settings, at least in part. Cousens, Morrison, and Fendrick study a Reform adult Jewish educational program. Tanchel studies a pluralistic Jewish high school. My own article offers a comparison of teaching by one instructor in two different settings, an adult Jewish educational program and a nonsectarian university.
Published: 2008
Updated: Mar. 26, 2008
194
This article investigates the use of the contextual orientation to the Bible - which seeks to understand the Bible as a product of its time, and in the context of historical-critical biblical scholarship - as a deliberate, significant aspect of a teacher's overall approach to reaching Jewish adults in their 20s and 30s. Through classroom observation and qualitative interviews, the authors (one of whom is the teacher in the article) explore how this approach affects student learning and engagement and facilitates a meaningful attachment to and understanding of the Bible. This article also reflects one teacher's examination of his own teaching orientation and its expressions, serving as a possible model for other such investigations
Published: 2008
Updated: Mar. 26, 2008
195
This article analyzes the experiences of students at a pluralistic Jewish high school learning the documentary hypothesis in biblical scholarship as an approach to reading the biblical text. The author examines selected student writings, locating her analysis of student experience in the context of her particular institution. She classifies student experience by type, and argues that for all students, learning the documentary hypothesis is ultimately not only defensible but beneficial to their theological and intellectual growth. The author responds to a number of possible concerns about the risks of this curricular choice.
Published: 2008
Updated: Mar. 26, 2008
196
Barry Holtz' (2003) presentation of a map of orientations for the teaching of Bible provides a certain kind of focus for research, enabling us to ask deeper and richer question about those orientations. This article investigates the teaching of one teacher, in two different settings - more specifically, how that teacher introduces Bible in those settings - as a way of generating insight into the particular features of what Holtz calls the 'contextual orientation.' Building on the sketch that Holtz offers, it explores the internal variation within that orientation, and hence begins to reveal some of the pedagogic possibilities
Published: 2008
Updated: Mar. 26, 2008
197
Introduction to Volume 74, Issue 1 -The papers in this issue of the journal take us deep into university classrooms and into a variety of Jewish settings in which Bible is taught and take us abroad to the Former Soviet Union (FSU) where Jewish learning for women is just taking hold. The authors study their own practice and the practice of others to give us the kinds or deep insights that can sophisticate our understanding of Jewish education and thereby improve its practice.
Published: 2008
Updated: Mar. 25, 2008