Search results for: High schools
Page 1/16 158 items
The JustCity Leadership Institute (June 23–July 7, 2019) is JTS’s pre-college program, training high school students in the fundamentals of Jewish change leadership. Each summer, JustCity brings rising juniors and seniors together to live on JTS’s New York City campus, take college-level courses, engage in social justice work, and build community through vibrant Jewish programming.
Updated: May. 01, 2019
Drawing on interview data from a practitioner research study involving secondary students in a Jewish school, the following paper presents students’ explanations for why learning through the arts is a valuable and important classroom experience. The explanations offered by students reflected a strong self-awareness and understanding of their own learning styles and how the arts complimented their studies and challenged them in new ways. In addition to hearing how students appreciate learning through the arts, the data also suggests that teachers and other school stakeholders should find ways to provide opportunities for students to contribute to conversations about pedagogical practice
Updated: Apr. 04, 2019
Not the Israel of My Elementary School: An Exploration of Jewish-Canadian Secondary Students' Attempts to Process Morally Complex Israeli Narratives
The following article presents data from a mixed-methods practitioner research study that focuses on understanding how Jewish secondary students learned about controversial topics in Israel's history and how these topics impacted their connection to the country.
Updated: Feb. 20, 2019
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
The Bronfman Fellowship is a vibrant network of 1,200+ pluralistic young Jews from Israel and North America. The program begins with a five-week, all-expenses-paid trip to Israel. Fellows explore deep existential questions and Jewish ideas while building friendships with peers who challenge and inspire them. If you are intellectually adventurous, Jewish, and currently in 11th grade, apply to The Bronfman Fellowship!
Updated: Nov. 11, 2018
“Whatsapp, Teacher?” - Student Perspectives on Teacher-Student Whatsapp Interactions in Secondary Schools
The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life.
Updated: Aug. 15, 2018
Over 100 yeshiva high school limudei kodesh educators participated on June 12-13, 2018 in the First Annual YHShare Conference. YHShare was a groundbreaking forum for sharing innovative pedagogic and curricular ideas that was organized by the Torah Educators Network (TEN), a new organization that serves Jewish educators from coast to coast in ways that their schools cannot do independently, including increasing the benefits offered to teachers.
Updated: Jul. 11, 2018
The Potential and Risks of Internet Use as Permitted by Jewish Law Case Study: Internet Use by Students of a Religious High School – by Default or by Choice?
Google is celebrating its 20th anniversary – and the internet has become an inseparable part of the lives of adults, teens, and children. In awareness of the problems and challenges posed by the new world, various software programs have been developed, among them NetSpark (henceforth: the program), which make it possible to block and/or filter information received from the web (Wells and Lewis, 2006). In several Israeli schools, the management has decided to install a filter in their students' cellular devices in order to maintain safe surfing even after school hours. The option of blocking or filtering websites on school computers existed previously, but the innovation offered by the current program is the possibility of screening inappropriate content on students' smartphones. The study examined the association between installing the program on smartphones and utilization of leisure time among 120 female high school students, half of whom used the program. The association between use of the program and the students' sociodemographic background, smartphone use patterns, and utilization of leisure time was examined.
Updated: Jun. 13, 2018
Nearly 400 ninth-graders from the Interdisciplinary High School in Hadera accompanied students from the nearby Neve Etgar School for Children with Special Needs on a Tu B’Shvat tree-planting activity earlier this year. The Hadera students decided to organize a music and crafts activity for the special-needs kids a week later. The two groups might never have crossed paths if not for a program called Tikkun Olam (Repairing the World), launched in September 2016 by ALEH, Israel’s care network for children with severe complex disabilities, in partnership with Israel’s Ministry of Education.
Updated: Apr. 11, 2018
In the present study, the levels of spirituality and humanistic values of first-year university students, graduates of state secular, state religious and ultra-orthodox schools were compared. Results of the study indicate that graduates of the state religious school sector hold higher attitudinal levels on spirituality and humanistic values than graduates of both secular and ultra-orthodox school sectors. In addition, graduates of ultra-orthodox schools have higher attitudinal levels of spirituality than graduates of state secular school who in turn have higher attitudinal perceptions of humanistic values than their ultra-orthodox counterparts.
Updated: Feb. 26, 2018