Search results for: Reflection
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This study explores how structured reflective practice by teachers in a Reform congregational school contributes to relational growth and the development of an inquiry stance in teaching. Analysis of teachers’ responses to weekly prompts about their classroom experiences reveals three prominent themes: classroom management as inquiry, the tension between focusing on creating community and focusing on Jewish content, and thinking explicitly about how intention can influence teaching practices.
Updated: May. 01, 2019
A case study of Kayla, a former graduate student, highlights how she forged a connection with her middle school students over the course of a year, as she shifted perspectives on her role in the education of girls. This shift was an outgrowth of both pre-service and ongoing training on issues related to gender and education. In addition, an emphasis on reflective practice supported Kayla’s self-awareness of her potential impact on her female students.
Updated: Sep. 21, 2008
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
Updated: Mar. 26, 2008
'A Judaism That Does Not Hide': Teaching the Documentary Hypothesis in a Pluralistic Jewish High School
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.
Updated: Mar. 26, 2008