Search results for: High schools
Page 5/16 158 items
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
Development of Religious Identity Through Doubts Among Religious Adolescents in Israel: An Empirical Perspective and Educational Ramifications
Researchers have been demonstrating interest in doubts regarding religious faith for thirty years. The current study goal was examining differences between three groups of religious male adolescents in Israel, regarding faith identity, doubts in religious faith (past and present), religious behavior, and the connection between them. Three questionnaires were answered by 472 religious Israeli male 9th, 10th, and 11th graders, regarding faith identity, religious behavior, and faith doubts. A MANOVA indicated significant differences between the groups for all research variables. Separate regression analyses for each age group for predicting faith identity according to doubts, produced very different pictures. Tenth grade seems the most important crossroads in forming religious identity.
Updated: Apr. 20, 2016
The article presents research from a practitioner research study conducted in a non-denominational Jewish secondary school. As part of the study, students created artistic works based on chapter 12 of the biblical book of Numbers. Four of the twelve student groups created works that directly engaged with their conceptions of God as represented in the text while also making direct links to God's role in their lives. Learning through the arts can be a powerful tool that teachers can draw on in order to provide space for students to reflect on their understanding of God and as a way to engage students in conversations about God.
Updated: Apr. 20, 2016
The National Mentoring Program was created in 2009 by the Division for Gifted and Outstanding Students in the Ministry of Education and is implemented by the Szold Institute. The program aims to cultivate future leaders in Israel. Highly gifted 10th and 11th graders are matched with top rate professionals in students’ areas of interest. They work for a year on a project of mutual interest. Forty-four per cent of students live in geographical or social periphery.
Updated: Apr. 13, 2016
The Short Term Effects of Immigrant Students on the Educational Achievements of Native-Born Students
Since 1989 nearly one million immigrants from the FSU have arrived in Israel. Although well-educated on average, most of these immigrants lacked economic means. The purpose of the present study is to examine whether the presence of immigrants in schools affected the educational achievements of their Israeli-born peers. We analyzed data pertaining to 8,288 Israeli tenth graders who attended 208 schools in 1994. Respondents' records were obtained from the Ministry of Education and the Bureau of the Census.
Updated: Feb. 17, 2016
Teacher Diversity and the Right to Adaptable Education in the Religiously Oriented School: What Can We Learn From Students’ Perceptions?
This study examines students’ perceptions of disparities between teachers’ views and the school ethos in a religiously oriented school, and dissects the implications of such disparities on the children’s right to adaptable education. The study draws on 102 essays of students enrolled in an American Jewish high school that employs a diverse teaching staff. Findings demonstrate that teacher diversity in a religiously oriented school may fulfill the children’s right to adaptable education by motivating children to engage in social perspective taking, and to interact with multiple spheres of cultural affiliations.
Updated: Jan. 28, 2016
Last week, over 700 Jewish teens from across the United States and Canada gathered in Baltimore, MD as part of United Synagogue Youth’s International Convention. The Anti-Defamation League participated in the convention as a program partner to educate and empower the students to respond to anti-Semitism. At a time when global anti-Semitism is on the rise, college campuses are rife with anti-Israel bias and Jewish youth regularly hear insensitive comments about Jews and Judaism, this work is more important than ever.
Updated: Jan. 21, 2016
The Be'eri School for Teacher Education, established in partnership with Keren Karev in 2010, is today the largest and most intensive Tarbut Yisrael (Jewish heritage studies) teacher-training program in the country. The wide geographic reach, from the main Jerusalem campus to Be'er Sheva in the south and Karmiel in the north, the significant number of teachers trained annually, breadth of study required for certification, and the quality and depth of study have made the School a leader in strengthening pluralistic Jewish-Israeli education among educators in secular Israeli high schools.
Updated: Jan. 06, 2016
We believe that athletics have the power to be transformational in the life of a child and, for this reason, that athletics are essential to the Jewish and humanistic mission of our Jewish high school. With all of the hype around competitive sports in American society today, one might think that a robust athletics program is a “must have” for any Jewish school for pragmatic reasons, such as recruitment. One might also see athletics as an extracurricular activity—a nice outlet, an opportunity for kids to “run around” and “blow off steam,” or, more generously, an important component of physical wellness during years when teenagers are living less and less healthy, balanced lives. All of these are true. However, we see a higher and more integral purpose to high school sports. In our experience, sports are a unique vehicle for delivering on several of the defining values-added of a Jewish school. This article will focus on three of these: character development, community and spirituality.
Updated: Jan. 06, 2016
Critical pedagogy is conceived in the contemporary educational era as a means to help improve learning skills and abilities and thus, the scholastic achievements of students from disadvantaged groups. Yet, we know very little about the ways in which critical pedagogy is interpreted and understood in disadvantaged schools. This study seeks to examine the implementation of critical pedagogy in a secular Jewish high school in an impoverished neighborhood in Israel. The high school strives to attain scholastic achievement by instilling critical consciousness.
Updated: Dec. 09, 2015