Search results for: Formal education
Page 6/7 61 items
Saul Kaiserman of New Jewish Education draws attention to a NY Times Magazine feature article on building better teachers, tying its conclusions to Jewish education. He emphasizes the need to simultaneously be focused on improving pedagogy and content knowledge through professional development as well as paying higher salaries to attract and retain qualified teachers.
Updated: Mar. 15, 2010
Recently, a lively discussion about boredom in Jewish education took place on the Lookstein Center Lookjed listserve. Dr. Erica Brown, Director of Washington DC's Jewish Leadership Institute, opened the discussion with the observation that boredom's 'growth and its intensification derive from the sense that students – and increasingly teachers, too – have that the, to some extent inevitable, tedium and grind of study and learning, and the prolonged subordination to authority, are no longer really worth it; or that, while they may be unavoidable en route to the desired goals, they are little more than hurdles that have to be jumped in order to satisfy the bureaucratic and largely meaningless requirements of absurd institutions.'
Updated: Jan. 11, 2010
A growing number of parents are opting for home-based Jewish learning as an attractive and convenient alternative to synagogue-based Hebrew schools. This article tries to explain why this trend is becoming popular. One reason is certainly the cost barrier, since many synagogues usually require a minimum of two to three years of enrollment and temple membership before allowing students to celebrate their bar/bat mitzvah. Another reason is that some parents simply had bad experiences themselves in Hebrew school and want to give their children something different. Other families feel that home-based programs enable them to obtain a more personalized education for their child in less time, with more flexibility and on a more convenient schedule than they would in a congregational program.
Updated: Dec. 24, 2009
Some 40,000 Jews are estimated to reside in Mexico City, most of them European and Syrian immigrants, and they have constructed an impressive network comprising more than a dozen schools, nearly twice as many synagogues and a huge gleaming sports center. In recent years, Mexican Jews have made a noticeable effort to reach beyond the walls and develop closer ties with their non-Jewish countrymen.
Updated: Oct. 19, 2009
This article presents an empirical study of a seventh-grade Talmud class in a religious boys' school in Israel. This case study touches upon and attempts to elucidate aspects of several broader areas. It is fundamentally an example of the transmission of culture, values, and culturally valued text in a schooling context, which exists within a larger societal framework. Using ethnographic methods, and informed by discourse analysis in general and classroom discourse in particular, the study reflects upon the relationship between schooling and its surrounding society and the constraints put into place by the very structures of the institution of school on the study of Talmud.
Updated: Jul. 01, 2009
Kadima Hebrew Academy, a conservative day school in the LA area, recently announced lower tuition rates for the 2009-2010 school year. Through a partnership of parents and donors subsidizing the cut, yearly costs for students in grades K-8 would be reduced between 19 and 22 percent. This step was taken to meet a threatened enrollment decline as a result of the financial meltdown affecting many Jewish families. The school administration is hoping that the tuition cut would help to stem student attrition.
Updated: Feb. 11, 2009
Pursuing its goal to provide equal opportunities through education, 'College for All' identifies and locates children and youth at risk with high learning potential, and provides them with support and tools to enable them to realize their inherent potential and by encouraging them to acquire higher education and become leaders in their communities. The uniqueness of the 'College for All' program is in its comprehensive and systematic approach to the child’s world, its commitment to support the children for a period of 10 to 11 years, and the intensity of its activities.
Updated: Jan. 04, 2009
Ben-Avie and Comer describe how Jewish day schools and the Yale Child Study Center's School Development Program (SDP) share a common agenda regarding the aim of education. SDP, the educational change initiative founded by Comer, informed the design of the current study, which is an empirical exploration of how the climate of relationships in Jewish day schools impede or promote the process through which children forge a relationship to the Jewish people.
Updated: Jul. 28, 2008
The Heftziba Network – a network of formal Jewish education institutions in the FSU, managed jointly by the Israel Ministry of Education and the Education Department of the Jewish Agency for Israel is made up of 45 Jewish day schools and 180 Sunday schools. The Heftziba schools implement a curriculum of Jewish and Israel-oriented education with an emphasis on Hebrew language, Jewish history and Jewish heritage and culture.
Updated: Jun. 16, 2008
A review and discussion of Visions of Jewish Education by Seymour Fox (Editor), Israel Scheffler (Editor), Daniel Marom (Editor), a product of the Mandel Foundation's effort to generate 'a serious conversation among proponents of variant conceptions of Jewish life and their attendant visions of Jewish education' (p. 13).
Updated: Apr. 15, 2008