Search results for: Supplementary schools
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R. Yehoshua ben Gamla’s innovation, which may have saved countless Jewish children from ignorance, has been the flashpoint for many minor internal conflicts. What do we do when the formal Jewish learning undermines long-standing family traditions? How do those with formal Jewish authority react when the families and the community seek to undermine that authority? The questions are not limited to religion, they extend to almost every aspect of life. Are schools to function as societal thought-leaders and change agents or is their mandate to maintain the norms and standards of its constituents and the community it serves?
Updated: Jan. 12, 2021
Join us for three days (January 24-26, 2021) of community, connection, and celebration! Are you a Jewish educator in an after school program, Hebrew school, or another part-time setting who’s been called on to grow and adapt in ways previously unimaginable? Do you feel that despite the many challenges, both personal and professional, it has also been a time of tremendous creativity and resilience? Then this conference is made for you! Join us online for this year’s Voices from the Field conference: a peer-to-peer conference for educators working in Jewish after school settings.
Updated: Dec. 09, 2020
Book Review: Portraits of Jewish Learning: Viewing Contemporary Jewish Education Close-In. Editor: Diane Tickton Schuster
Portraits of Jewish Learning, edited by Diane Tickton Schuster, is a collection of portraits drawn from across the wide field of Jewish education. Portraits of Jewish Learning (PoJL) joins a small, but important, literature of portraiture in Jewish education in the past decade, including Ingall’s (2006) Down the Up Staircase, Wertheimer’s (2009) Learning in Community, and Tauber’s (2015) Open Minds, Devoted Hearts. In PoJL, most of the participating writers were deeply involved in the learning processes they illuminate, an intimate vantage point that helps to produce rich and nuanced images of learning.
Updated: Aug. 18, 2020
The Lookstein Center presents "Creating Memory," an arts-based Holocaust education program intended to help young people encounter the Holocaust in a personal, emotional way. This online mini-course will offer practical ideas and implementation techniques for Jewish day school and informal Jewish educators.
Updated: Feb. 17, 2020
This study sits at the nexus of American-based Israel education, supplementary education in congregational schools, and research on teachers and the beliefs that inform their practice. Focusing on four American-born teachers in two progressive congregational supplementary schools, the study employed three strategies to develop understandings about each teacher’s relationship with Israel: (1) life history, an examination of a teacher’s personal story, situating it within the social, political, cultural context in which the life story takes place; (2) intellectual biography, creating a record of what a teacher knows about an area of content or practice, how she came to know it, and how that shapes her current understanding of that content or practice; and (3) case studies. The blending of these strategies, along with the employment of multiple appropriate methodologies led to the creation of thick profiles of each informant.
Updated: Jul. 21, 2019
To determine if digital badges can function as assessments that strengthen religious, ethnic identity, we examined the badge programme of a Jewish temple’s after-school programme. Through interviews with student participants and evidence submitted to earn digital badges, a number of indicators suggest that a religious school’s digital badges can provide opportunity to strengthen religious identity. In particular, student interviews and evidence supplied for the completion of learning objectives for digital badges indicate increases of religious salience (compared to secular practices), religious commitment within a community, and self-esteem based on religious identity. Recommendations are made for ongoing and future religious badge implementations on how to strengthen religious identity while meeting the requirements of authentic, quality assessments.
Updated: Jun. 26, 2019
Afterschool Jewish educators are on the front lines of Jewish learning for hundreds of thousands of children making Jewish life and learning meaningful and joyful every day. They support our kids and families to build positive Jewish identities. Yet too often they are undervalued and left out of larger conversations about Jewish learning after school.
Updated: Jun. 20, 2019
In the wake of recent events, supplemental school teachers looked not only for projects to assist those in need, but also materials to help their students digest and make sense of an occurrence, the seeming randomness and cruelty of which was difficult to understand. The staff at JTeach.org began to write, crafting lessons and text sheets to assist educators and clergy with framing healthy conversations about national/world events. These resources were developed based on core, shared values, mined from Jewish wisdom across time, which served as touchstones for centering conversations and promoting civil discourse, while leaving space for multiple points of view.
Updated: Dec. 05, 2018
What’s NEXT in online professional development? Here are Gratz College’s NEXT (New Excellent Teacher Training) program’s offerings for this summer! All classes are designed to so that teachers can login and participate in the class for ANY two hours a week that they choose, night or day.
Updated: May. 23, 2018
Although most Jewish supplementary religious school principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational leaders. This study examined the essential leadership and management skills of effective Jewish religious school leaders and assessed their preparation to undertake the key challenges of this complex job. This study also investigated the principals’ perceptions about their training and whether they experienced a knowledge gap as school leaders. The respondents felt unprepared to conduct essential tasks—such as working with lay leaders, managing human resources, and planning budgets—after completing their training programs.
Updated: Mar. 13, 2018