Search results for: Innovation
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Characteristics of an Innovative Learning Environment According to Students’ Perceptions: Actual versus Preferred
An innovative learning environment is the current outcome of the constructivist approach, the essence of which is co-construction of knowledge in an Information and Communication Technology (ICT) environment. We examined how Israeli students perceived 10 characteristics of their classroom learning environment—student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation, equity, differentiation, computer usage and young adult ethos. Particular foci were students’ perceptions of the actual state of their learning environment compared with the preferred state, and which characteristics predicted students’ cooperation.
Updated: Aug. 09, 2017
Conceptualizing the Role of Nonprofit Intermediaries in Pursuing Entrepreneurship within Schools in Israel
This article investigates the rationales and activities of nine nonprofit intermediary organizations operating in Israeli public schools, under similar missions of promoting school entrepreneurship. I apply a multiple case study qualitative methodology with in-depth interviews and complementary content analysis to investigate how those intermediaries operate and thrive. I depict how the concept of school entrepreneurship is formed and facilitated and reveal how state policy and intermediaries’ activities interact and shape schools’ realm, as shown in three specific paradoxes emerging from my analysis.
Updated: Aug. 08, 2017
Israel is considered to be a very creative country, due to the fact that the country is ranked very high in different indicators of innovation and creativity: It is considered to be a “Start Up Nation”, because of the high numbers of Startup companies that are being born within the country; It is ranked very high in the number of patents that are being registered in the US; and It had a number of Nobel Laureates over the last years. In an effort to understand and explain this characteristics, I will analyze the Israeli Education System, trying to identify different features that allows and encourage the development of creativity and innovation skills within the students and future citizens of Israel.
Updated: Jul. 13, 2017
It sounds like a Jewish mother’s nightmare: a preschool class held outdoors in the desert. But parents in this remote Israeli town drop off their children at Gan Keshet every weekday during the school year, setting them free to cook on a campfire, whittle sticks with switchblades and search for scorpions. Class goes on rain (rare) or shine (intense). Gan Keshet, which means “rainbow kindergarten” in Hebrew, is the country’s first “forest kindergarten” – and it’s public. Thanks to local media coverage and word of mouth, parents have lined up to enroll their children and educators across Israel have sought to emulate the model.
Updated: Jun. 19, 2017
Three outstanding Jewish educators who are taking their visions of deeply engaging Judaism and igniting them into reality - are the 2017 recipients of The Covenant Award. Rabbi Tully Harcsztark, Founding Principal of SAR High School in Riverdale, NY; Meredith Englander Polsky, National Director of Institutes and Training at Matan in New York, and Developmental Support Coordinator at Temple Beth Ami Nursery School in Rockville, MD; and Dr. Jane Shapiro, Co-Founder of Orot: Center for New Jewish Learning in Skokie, IL are the recipients of the Award, which is among the highest honors in the field of Jewish education.
Updated: Jun. 14, 2017
Design Thinking Takes Center Stage as 100 Educators Reimagine Judaic Education in Jewish Day Schools
Jewish Education Innovation Challenge (JEIC) convened nearly 100 Jewish educators and community leaders from across North America on May 17-18, 2017 to participate in its 5th annual Innovators Retreat – Oases of Change – at the John F. Kennedy Presidential Library and Museum in Boston. The JEIC Innovators Retreat showcased 11 revolutionary ideas in Jewish day school education and opened them up for feedback from top educators, funders and social entrepreneurs in the field. These new models,
Updated: Jun. 01, 2017
The Union for Reform Judaism (URJ) has found a strong and meaningful vehicle in the Community of Practice (CoP) strategy, which convenes cohorts of congregational leaders for long-term, innovative learning about a topic of shared interest. Participating congregations form teams of lay leaders and professionals who connect with other teams, learn together, and apply their learning by experimenting in their community. We take pride in the fact that URJ Communities of Practice are currently connecting and working to inspire change in more than 100 congregations.
Updated: May. 29, 2017
Shira’s religious crisis was only one in a series of events that led to the creation of the religious guidance program at Kohelet Yeshiva High School. After repeated conversations with disheartened students and discouraged faculty, it seemed as though more and more students were floundering as they mindlessly went through the motions of a religious lifestyle and yet failed to find meaning. Frustrated with Judaism and disillusioned with religion, these students were struggling with deep questions while longing to connect to someone and something beyond themselves.
Updated: May. 03, 2017
There is a Price to Pay for Having a Price to Pay: Where Should Innovation Live in the Jewish Day School Ecosystem?
As I have indicated before, it will be my intent (in a May blog post) to clarify how Prizmah intends to engage with Jewish day schools in the innovation space. Here, in my penultimate “Innovation Alley” blog post, I’d like to zoom in on how disruption and collaboration function – or don’t – in the Jewish educational ecosystem.
Updated: Apr. 26, 2017
Instead of toys, kindergartens across Israel often furnish their play areas with junk in an effort to help children test their abilities, learn to cooperate, and be creative.
Updated: Apr. 19, 2017