Search results for: Supplementary schools
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Lisa Friedman, co-director of education at Temple Beth-El in Hillsborough, New Jersey, writes in the Torah Aura blog about their school's efforts to engage their post Bar/Bat Mitzvah age students, bringing them to continue their enrollment, continuing to grow as literate, compassionate, and committed Jews.
Updated: Apr. 22, 2010
Yerusha is a family-based supplementary education program in central New Jersey. Yerusha has two distinct educational programs: one for students in grades K-4, and another for students in grades 5-12. Within each program, students advance through ranks based on their accomplishments, rather than based on their age or grade level. Each program comes together for weekly two-hour gatherings from 4-6 pm on Sundays, and also for four Shabbatons throughout the year.
Updated: Apr. 21, 2010
Whilst the focus for the community in the last twenty years has been on putting enormous resources into developing the day school system in the UK, the result has been that the supplementary system has lagged behind in every sense. One reason for this deficiency of resourcing is that the community has been focusing their attention on the goal of having almost all Jewish children in Jewish day schools by 2020. A consultative research project has taken place to determine recommendations to take to the UJIA to invest in a strategy which addresses the needs of those children who attend supplementary Jewish schools and not Jewish day schools, as the locus for their Jewish education.
Updated: Mar. 22, 2010
This is the second in a series on people and places fostering commitment to Judaism and the Jewish people in the United States and elsewhere by Professor Jack Wertheimer of the Jewish Theological Seminary. In it he tells about Bergen County High School of Jewish Studies (BCHSJS) a supplementary high school in New Jersey whose students attend once a week, most on Sunday but others after a full day at their regular school.
Updated: Mar. 21, 2010
In this opinion piece, Jonathan Woocher, JESNA's Chief Ideas Officer, tries to provide an answer to a very pressing question for American Jews: 'Can supplementary education provide a meaningful and satisfying Jewish educational experience'? His reply: By adopting an innovative approach, mapping the current landscape and working with existing providers and potential new ones, to build a “system” that would offer as many high-quality options as the market can support that goal might be attained.
Updated: Aug. 05, 2009
A review conducted by ten researchers of ten 'effective' Jewish supplementary schools of various sizes and denominations, and from various regions in the US. The report draws conclusions about factors contributing to the success of good schools, noteworthy characteristics of the schools, and policy recommendations for improving supplementary schools. The study presents six “noteworthy characteristics of good schools.” Good schools (1) work on building friendships and community, (2) go beyond teaching facts to allow students to work on meaning, (3) use experiential education, (4) actualize a clear vision, (5) value themselves and their students, and (6) involve not only students but their families. Wertheimer makes it clear that it takes “a combination of traits to forge a strong school.”
Updated: Jun. 07, 2009
This census of Jewish supplementary schools in North America enrollment was the first to be carried out in over a quarter century. A list of schools was drawn up, based on information made available by the larger bodies of synagogues, umbrella agencies and educational organizations. Over 1700 of the approximately 2100 existing schools provided enrollment data and other information.
Updated: Nov. 06, 2008