Search results for: Teacher training
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I attribute my strides in yoga to a particular teaching style. Enter a yoga studio for your first class and you will not see a desk, book, or whiteboard. Your tools are a mat, blocks, and a blanket. When class starts you engage in the “practice” of yoga. We need to “practice” or “do” Judaism with our learners in the same way that they put their hands to piano keys to learn music, dribble on the basketball court to become athletes, or dissect a frog as young biologists. How is it that the same kid who struggles to recite the Amidah prayer can shine on the basketball court and recall statistics for players and games? Of course, part of it is motivation. I am self-motivated to take on yoga. Still, we spend a lot of time with kids on mastering the Amidah. How can we be more successful?
Updated: Oct. 30, 2013
Working together over the last decade, a group of neuroscientists, psychologists, and educators, launched the field of neuroeducation, which explores interactions between biological processes and education. As I delved into the field through a Jewish lens, I discovered that the teachings of our rabbinic sages have much in common with those of today’s neuroeducators! Here are some examples.
Updated: Oct. 30, 2013
In this study we investigated the perceptions and interpretations of 14 various stakeholders in the field of teacher preparation and early childhood education regarding what and how Jewish education should be learned and taught, in general, and to preschool children in contemporary Israel, in particular. The present study, carried out in the spring of 2011, employed an “ethogenic” methodology (Harré & Secord, 1972), such that that the interpretations of Jewish education were extracted from the respondents’ written statements about what they consider Jewish education and what they believe the implications are for teaching students and young children in Israel.
Updated: Oct. 02, 2013
The Jewish Theological Seminary’s Davidson School of Education runs a full semester-in-Israel program called Kesher Hadash (“New Connection”), which is generously funded by the Jim Joseph Foundation. Kesher Hadash takes ten emerging Jewish educators every year and provides them with a rich, immersive and compelling educational experience in Israel that gives them the tools to graduate from Davidson as Israel educators ready to take on the diverse challenges of the field.
Updated: Sep. 01, 2013
Fifteen Jewish early childhood education directors and master teachers completed their participation in the Jewish Early Childhood Education Leadership Institute (JECELI) on August 1, 2013. JECELI is a joint program of The Jewish Theological Seminary and Hebrew Union College – Jewish Institute of Religion, in consultation with the Bank Street College of Education.
Updated: Aug. 21, 2013
Recognizing the unique opportunities for engagement and education of the population of young Jews (both adults and children!), the Jim Joseph Foundation has awarded grants to a variety of Jewish early childhood education initiatives. As the foundation’s grantmaking has evolved, a particular area of focus is educator training.
Updated: May. 16, 2013
Teachers to Be Trained to Handle Classes with Both Religious and Secular Students in Israel Government School System
'Mixed' schools with secular and religious children have been around since the 1980s but the trend has been gaining momentum. Now academia is getting on board. For the first time in the upcoming school year, teachers will be trained to handle these mixed classes, courtesy of Kibbutzim College.
Updated: Apr. 29, 2013
An evaluation released recently by the Pardes Institute of Jewish Studies in Israel shows the achievements of its teacher training and retention programs, and demonstrates the importance of an active support system for new Judaic Studies teachers. The study, conducted by Research Success Technologies, details findings from two separate research engagements. One, commissioned by the Jim Joseph Foundation, evaluated the Pardes Educators Alumni Support Program (PEASP), while the other, commissioned by The AVI CHAI Foundation, studied the field’s impression of graduates of the Pardes Educators Program (PEP).
Updated: Feb. 25, 2013
The Yeshiva University Institute for University-School Partnership's Legacy Heritage YUTeach Fellowship has been established to address the need for more dynamic and inspired educators by identifying Judaic Studies teachers who have the desire and capacity for professional development and provide them with the opportunity to leverage their own experience and collective learning with experts in the field. Judaic studies teachers who have been working in the field for a minimum of two years, and have been nominated by a school leader, may apply until March 15, 2013.
Updated: Feb. 17, 2013
The Mandel Center for Studies in Jewish Education promotes systematic practitioner research of their teaching by educators and sharing of their findings with the Jewish education community. In the short video presented here, you’ll meet a talented elementary day school teacher, who researched her practice in order to develop a webcase, and a well-respected congregational rabbi, who participated in a project in which he researched his practice in order to produce an article to be published in a forthcoming volume.
Updated: Dec. 25, 2011