Search results for: Elementary schools
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This article aims to describe the development of a curriculum framework for prayer in UK centrist orthodox Jewish primary schools. This process began in 2011 and continues in an ongoing way. This is the first time that there has been a communal effort across Jewish schools that focuses on this area of the curriculum.
Updated: Mar. 07, 2019
Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.
Updated: Feb. 20, 2019
Students in small and large communities are desperate for active and engaging Jewish learning.These experiences must accommodate 21st Century teenagers – busy, tech-savvy teens, who want to stay Jewishly engaged, if the time, activities and location, meet their needs. As traditional religious school programs are experiencing sharply decreasing participation, a paradigm shift is definitely needed to meet the challenges of the social changes of the 21st century. Jewish Journeys, a project of the Marlene Meyerson JCC Manhattan, has created an innovative model that utilizes the computer and the internet to provide a personalized Jewish educational program to meet the needs of both students and parents.
Updated: Sep. 02, 2018
Cyberbullying in WhatsApp Classmates’ Groups: Evaluation of an Intervention Program Implemented in Israeli Elementary and Middle Schools
Social networking platforms, such as WhatsApp, constitute a major part of adolescents’ social lives. Alongside the positive aspects of such platforms, there is a risk of using them as a means for cyberbullying. Schools have become increasingly aware of this risk and are prioritizing fighting cyberbullying through intervention programs, yet few interventions have been studied for their effectiveness. This study reports the results of a wide-scale school-based intervention designed to reduce cyberbullying and improve usage norms in WhatsApp classmates’ groups.
Updated: Aug. 16, 2018
All fourth- to eighth-graders in Israel will get the opportunity starting September, 2018 to hone their spoken English skills in after-school lessons costing just NIS 4 ($1.10) an hour, the Yedioth Ahronoth daily reported Sunday. The joint initiative of the Education Ministry and the Association of Community Centers’ Shalem volunteer organization will make affordable lessons that would cost around NIS 150-200 ($42-55) privately. Shalem will provide the English-speaking teachers from its pool of community volunteer retirees.
Updated: Jun. 20, 2018
Putting Students Front and Center in the Hebrew Bible Classroom: Inquiry-Oriented Pedagogy in the Orthodox and Liberal Classroom
Inquiry-oriented pedagogy is a difficult pedagogy to enact in the classroom. By placing students’ questions and textual ideas at the center, the teacher opens the door to unanticipated and sometimes off-the-wall comments in text discussion. And yet, research has shown that it is exactly this type of pedagogy that leads to increased engagement and comprehension. This study examines two elementary school Hebrew Bible teachers’ enactment of inquiry-oriented pedagogy. It explores how one pedagogy can look very different in different contexts and the contrasting motivations teachers hold.
Updated: Mar. 13, 2018
Three Jewish primary schools teaching almost 1,000 children across north London are to link up in a new first-of-its-kind Jewish schools academy to combine learning resources and teaching expertise while making “cost efficiencies”. Moriah Jewish Day School, Sacks Morasha Jewish Primary School and Wolfson Hillel Primary School will together form a Multi Academy Trust (MAT), the trustees of which would be chosen by the Chief Rabbi and other United Synagogue leaders.
Updated: Mar. 13, 2018
Independent Afterschool Jewish Education Programs and Their Relationships with Congregational Supplementary Schools
In recent years the Jewish community has witnessed a growth in the development of Jewish afterschool programs that provide childcare as well as Jewish educational programming to elementary age children. This possible trend may represent a diversification of options for families seeking to provide Jewish education and Jewish experiences for their children. Through a close examination of three afterschool programs and neighboring congregations, this article will consider whether these new start-up educational institutions threaten or complement the existing Jewish educational structures such as the congregational supplementary school and whether or not there are opportunities for congregational schools and afterschool programs to partner in serving families and what might those partnerships look like.
Updated: Sep. 18, 2017
The Sinai Schools, a network of Jewish special education institutions that began in 1982 with three students at one site in New Jersey and has grown to six locations with 150 students in the state, will establish its first branch in New York City next year. Sinai has announced that it will open a “school within a school” at the SAR Academy in the Riverdale section of the Bronx beginning in September 2018. Aura Lurie, who has served as a teacher for more than a decade in the SAR Academy “inclusion” special education program, will be director of the Sinai pilot program at SAR.
Updated: Sep. 06, 2017
This study examines changes in feelings of school belonging and social engagement of Israeli-Ethiopian pupils, linking them to achievement and inclusive-supportive school environment. The study brings forward the pupils' voice, the home class teacher's assessment and the school's head master conceptions, on inclusion and support in one elementary school in Israel. The school's environment is focused on social-emotional support, aiming to promote achievement, by enhancing feelings of school belonging and social engagement.
Updated: Sep. 06, 2017