Search results for: Supplementary schools
Page 3/6 60 items
When considering the state of complementary Jewish education, I am struck by the absence of conversation about the 800-pound gorilla sitting in front of us: the fact that our Jewish educators are largely untrained as teachers. There is a lot of lip service given to innovation, experiential education, differentiated learning and engagement. I read about the ecosystems of complementary education, the need (or not) to emulate the summer camp experience, the introduction of technology, and the role of families in their children’s learning. What I don’t read about is improving the quality of instruction.
Updated: May. 07, 2014
This review will stick with scholarly publications on Jewish religious education of the highest quality that have appeared in the past decade and that are also accessible in their style for all sorts of readers. In other words, although the books in question represent the best in the academic study of Jewish education, they share the virtue of being engaging and useful resources for a wider audience. Furthermore, the review will identify three areas and discuss at least one representative book from each category. Those categories are: History, Identity, and Setting. There is also one book that encompasses all of the previous domains and that presents an in-depth transnational survey of Jewish education
Updated: Jan. 15, 2014
In 2011, Professor Jonathan Krasner published a book called The Benderly Boys and American Education, a most important piece of historical writing about American Jewish education. Here Krasner brings his comprehensive historical perspective to the PEJE’s Sustainable Stories series, offering some useful context about the notion of communal obligation and Jewish day school.
Updated: Dec. 23, 2013
The purpose of the Nitzan Network is to support the renewal of Jewish learning after school. Network members support each other by sharing resources and practices, discussing successes and challenges, and collectively engaging national experts in the discussion pedagogy, curriculum, organization, and practice. Network members include professionals and lay leaders involved in emerging, developing, and established programs that are designed to renew Jewish learning after school. Affiliated programs offer or seek to offer afterschool programming multiple days per week.
Updated: Dec. 04, 2013
Rena Dorph tells of the founding of Edah, a comprehensive experiential Jewish after-school program serving Berkely, CA. Edah builds on the existing structures and youth development goals of afterschool programs, the experiential, immersive, free-choice learning environments fostered at high quality Jewish summer camps, the commitment to daily Jewish learning and Jewish chevreh that characterize Jewish day schools, and the value of families learning and practicing together embodied in high quality family education programs.
Updated: Sep. 01, 2013
Jeffrey Kress critically examines the idea of making supplemental schools more “camp-like” which has gained much momentum over the past year. He suggests a different way of comparing communal education and camps.
Updated: Jul. 30, 2013
Jewish Learning Venture of PA Now Accepting Applications for Cohort II: LeV: Getting to the Heart of Jewish Education 2013-2014
The Jewish Learning Venture of PA is now accepting applications for Cohort II: LeV: Getting to the Heart of Jewish Education 2013-2014. The goal of LeV is to guide congregations in rethinking and transforming the Jewish learning experience for elementary school age students and their families.
Updated: May. 16, 2013
The Jewish Education Service of North America (JESNA) recently unveiled a new online resource for accessing information about and discussing new program models and resources for supplementary Jewish education, InnovationXChange. JESNA's aim is not just to make available richer information about innovative programs and resources, including links to web sites and videos of the programs in action when possible. They also want to take the “exchange” element seriously to encourage and enable program developers, users, and beneficiaries to share their experiences and reflections on them.
Updated: Mar. 05, 2013
Wendy Grinberg shares some of her findings about the 'growth mindset' that powers a culture of ongoing learning at Barnert Temple in Franklin Lakes, New Jersey.
Updated: Jan. 21, 2013
This article presents a pedagogical framework for interpreting and discussing texts with others, “havruta inspired pedagogy.” The framework is comprised of three overlapping domains: structures, stance and practices. The authors illustrate each domain through teachers' words and classroom practices, depicting how teachers in one context work within these domains to support rich student text-learning.
Updated: Sep. 27, 2012