Search results for: Bible studies
Page 6/16 156 items
In this longitudinal study, carried out over a period of 6 years, the curriculum approach of student-teachers in the fields of Jewish Studies (Bible Studies and Jewish Philosophy) was examined, from their 1st year of studies until their 6th year when they took their places as full-fledged teachers in schools. This article focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs, that differ in character and essence. The major argument in this article is that the character and essence of a formal syllabus has great influence on curriculum approaches of students preparing to become teachers, and their place in developing their own teaching program.
Updated: Aug. 10, 2016
Where Have All the Miracles Gone? How Teachers Broach Biblical Miracles in Israeli Jewish National Schools
The current study examines how Israeli teachers’ beliefs and ideologies are expressed in their teaching of Biblical miracles. The article explores how Israeli teachers broach the topic of Biblical miracles, and how their beliefs and ideologies help them navigate a path from the national curriculum to the classroom. The article focuses on three key areas: Initially, I discuss the educational challenges that teachers in Israeli schools confront in teaching miracles. This is followed by a mapping of educational approaches to presenting miracles. The final section analyzes conversations with three teachers about how they present miracles in their classrooms.
Updated: Jul. 27, 2016
Current and Future Chidon Teachers, Coaches, and Participants - Over the course of last year, over four hundred contestants from around the county participated in the US Chidon Ha’Tanach. In May, 2016, over 150 qualifying contestants attended the Chidon Ha’Tanach National Finals. Registration for the US Chidon Ha’Tanach 2017 is now live! Please make sure that your school completes the registration form in order to ensure that you receive important Chidon communications over the course of the summer and next year.
Updated: Jul. 06, 2016
The Herzl Institute in Jerusalem is pleased to announce an intensive summer Workshop in Theology and Philosophy of the Tanach for rabbis and Jewish educators to be held in Jerusalem, August 1-4, 2016. The Herzl Institute Tanach Education Workshop is for rabbis and educators teaching Tanach in adult education, campus or high school settings. The workshop will be conducted in English. Hebrew proficiency is required.
Updated: May. 26, 2016
For the 2016-2017 school year, Sefaria seeks creative educators who are ready to innovate and are open to new ways of thinking about teaching and learning. We plan to include up to 10 day schools in this Initiative. Each school will need one or two lead educators who are committed to working closely with Sefaria over the course of the year. We invite you to read more and consider applying!
Updated: May. 26, 2016
Building Communities of Inquiry: Philosophical Inquiry with Children - A Workshop for Teachers & Jewish Educators at Day and Supplementary Schools
The Shoolman Graduate School of Jewish Education at Hebrew College, Newton Centre, MA, presents a workshop for Jewish educators at day schools and supplementary schools, led by Jen Glaser Director of the Engaging Texts Network. This four-day seminar (July 20-23, 2016) will cover many topics from the Philosophy for Children approach to education to inquiry-based learning.
Updated: May. 22, 2016
‘Students Get Bogged Down’: How Religious Israeli Elementary Teachers View Problems and Solutions in Bible Teaching
Bible teachers in contemporary society confront serious problems related to the nature of the biblical text and the socio-cultural context of their teaching. This study, based on semi-structured interviews, examines the problems that five expert religious Israeli elementary school teachers encounter in their teaching and the solutions they employ. Our findings show two major domains of pedagogic issues: unfamiliar biblical linguistics and problematic content. Teachers reported student difficulties in understanding biblical Hebrew. Problematic content includes irrelevant topics, emotionally laden material, and age inappropriate issues.
Updated: May. 22, 2016
At the beginning of the school year I asked the students who are enrolled in my senior Maayanot Yeshiva High School for Girls Honors Tanakh class, to ponder the question “If you could learn anything in Tanakh, what would you choose?” I asked this question as the kick-off of our Google 80/20 project, a year-long, in-school independent research project which culminates in a real-world product and a public exhibition.
Updated: May. 04, 2016
The Rabbanei Batei Hasefer Website started out as a collection of material for school rabbis. In Israel most of the religious public schools (mama'd) as well as a few of the regular public schools have a school rabbi. The rabbi serves as a spiritual adviser to the school community, the students, staff and parents of the school. He is often coordinator or consultant of the Jewish education curriculum (Tanach and Toshba). Many educators were happy to share material that they prepared and the site quickly grew to include worksheets, booklets, games, ideas for activities and more, making the site useful for all Jewish studies teachers. Many individuals graciously forward folders full of all their worksheets on a given topic to share with other educators. In the past the 'Morei Hameah' (100 Teachers of the Year) award was given for developing the website for the benefit of the Jewish education community.
Updated: Apr. 13, 2016
Reading Sacred Texts in the Classroom: The Alignment Between Students and Their Teacher’s Interpretive Stances When Reading the Hebrew Bible
This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher’s were given greater voice in classroom text discussions than students whose interpretive stances were misaligned. Drawing on neo-Vygotskian education theory, I argue that Jewish educators need to take students’ interpretive stances seriously; attempting to force students into an interpretive framework that is set by the teacher will only undermine student learning and engagement.
Updated: Mar. 30, 2016