Search results for: Administration
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School Autonomy and 21st Century Skills in the Israeli Educational System: Discrepancies Between the Declarative and Operational Levels
The following article analyzes two parallel processes in the Israeli educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness, and second, the development of the progressive education evident mainly in the cognitive domain of 21st century skills, focusing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them.
Updated: Aug. 23, 2016
In a bid to encourage and equip as many congregations as possible to innovate and transform their approach to Jewish learning, the Experiment in Congregational Education (ECE) is launching The Toolbox: Resources to Experiment in Congregational Education. The Toolbox makes available to you and your team a vast collection of resources from 24 years of the ECE’s work in the field of education-based synagogue transformation. These resources will make easier the challenging task of changing an educational approach, applying the tools and methods of those who have gone before.
Updated: Aug. 03, 2016
This piece, the follow up to my recent discussion of the financial and non-financial costs of yeshiva day schools, proposes what I respectfully submit is a relatively simple and intuitive solution to this fundamental flaw in the yeshiva day school model. Put in place, it would radically alleviate yeshiva day school costs without compromising our children’s Jewish education, and potentially make that education more effective and lasting.
Updated: Jul. 27, 2016
Financial Constraints on Intensive Jewish Education: The Interactive Effects of Financial Capacity and Jewish Connections
This paper examines the independent and interactive effects of financial capacity and Jewish connections on reported constraints in purchasing two intensive forms of Jewish education, day school and overnight summer camp. The analysis is structured around three hypotheses: (1) financial capacity is inversely related to constraints on Jewish education; (2) Jewish connections increase or decrease the level at which financial capacity determines financial constraints on Jewish education; (3) the strength of the inverse relationship between financial capacity and financial constraints on Jewish education varies by the strength of Jewish connections
Updated: Jul. 20, 2016
There are many ways to view yeshiva day schools. The Orthodox community generally views them with pride, as a substantial communal achievement — and rightfully so. In less than a century, a community of largely impoverished refugees, decimated by the Holocaust, came to a foreign country and established schools that rival that country’s most elite and established schools. Almost every yeshiva day school produces graduates who attend the finest colleges and graduate schools, and their students regularly win national literary, advocacy, math and science competitions. And the sweeping success of these schools has also been religious — there are more Jewish religious studies students in America today than at any time in its history. And yet, this achievement has come at a cost, and that cost continues to be extraordinary and multifaceted. The most obvious cost is financial: it costs an extraordinary amount of money to send a child to yeshiva day school and for our community to sustain such independent schools. But there are also other, associated costs which may be less obvious than the monetary costs, but which are no less profound.
Updated: Jul. 19, 2016
Israeli Ministry of Education’s District Managers’ and Superintendents’ Role as Educational Leaders—Implementing the New Policy for Teachers’ Professional Development
In Israel, the Ministry of Education determines all aspects of educational policy, including teachers’ initial teacher education, licensing and professional development. As part of the New Horizon educational reform, the Ministry announced in 2010 a new plan for the professional development of teachers in Israel. The Ministry assigned a mediating role to its district managers and superintendents, placing them in charge of introducing and implementing this policy. The current study describes the findings of a qualitative, narrative-based research, which examined the attitudes of 25 Ministry of Education district managers and superintendents regarding the implementation of the new professional development policy.
Updated: Jul. 19, 2016
Equality? Inclusion? Do They Go Hand-in-hand? Policy Makers' Perceptions of Inclusion of Pupils with Special Needs – An Exploratory Study
Using Critical Discourse Analysis, this study aims to elicit and expose the perceptions and attitudes of different policy makers in leadership positions at the Ministry of Education in Israel with regard to inclusion. The first stage of the research consisted of individual in-depth semi-structured interviews (N=8). In the second stage the participants (N=21) responded to a written questionnaire (Perceptions about Inclusive Education – PIE) and then took part in group discussions. The texts of the interviews and the group discussions were analyzed using qualitative measures.
Updated: Jul. 13, 2016
Another scandal. Another rabbi/educator accused of all kinds of outrageous, inappropriate behavior with female students. This time it is severe enough that rabbis who live across the world, in Israel, New York and Los Angeles, and who span the Modern Orthodox-Chareidi-Chasiddishe spectrum, have come together to sign a letter warning the public to stay away. This time the person involved is thought to have performed hundreds (!) of indecent acts and to have ruined countless lives. And yet with all the talking, I feel that the real issue is not being spoken about at all. And therefore, despite my deep reluctance to write publicly about any person or place, I want to tell another part of this story.
Updated: Jul. 06, 2016
Three Jewish Educators, Leaders of Innovation and Impact in the Field, Receive the 2016 Covenant Award
Three outstanding Jewish educators who are leaders of innovation and impact - and who by their very successes are pushing the field to take notice of the power of inclusive, creative education – are the 2016 recipients of The Covenant Award. Daniel Henkin, Director of Music at The Ramaz Upper School in New York and at Camp Ramah Nyack (NY); Rabbi Benay Lappe, Founder and Rosh Yeshiva of SVARA: A Traditionally Radical Yeshiva, Chicago; and Ilana Ruskay-Kidd, Founder and Head of School at The Shefa School, New York are the recipients of the Award, which is among the highest honors in the field of Jewish education.
Updated: Jul. 06, 2016
As Camps Prepare for 2016 Season, New Greenbook Gives Jewish Funders the Big Picture on Jewish Camping
Jewish Funders Network has released a new Greenbook providing everything grantmakers need to know about funding Jewish overnight camp. Greenbook, Volume 4: Funding Jewish Overnight Camp offers a survey of past, present, and possible initiatives to extend the reach and effectiveness of Jewish overnight camps, and a menu of opportunities to leverage investments in the field of Jewish overnight camps. Topics covered include growing camps’ capacity; organizational sustainability; capital funding; affordability; leadership development; enhancing Jewish impact; and more.
Updated: Jun. 08, 2016