Search results for: Elementary schools
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How do Jewish educators navigate the multiple demands of their work in Israel education, especially when the target audience is young children? Sivan Zakai, a scholar and researcher of Israel education for young children, suggests three things when it comes to Israel education and early ages.
Updated: Mar. 11, 2020
In response to requests from administrators and principals, Jewish Interactive is sharing online resources for children affected by potential school closures and cancellation of other Jewish educational programs.
Updated: Mar. 09, 2020
Data-driven studies suggest that Holocaust education remains an area with much room for growth and improvement. Contemporary Holocaust education centers on several critical discussions: when to teach about the Holocaust, at what age, how much time to devote to its study in otherwise packed school days, and how best to tackle this difficult subject with primary (ages 5–11) and secondary (ages 11–17) students. The four books considered here all contribute to a growing literature on Holocaust education and make significant interventions in these central debates.
Updated: Mar. 04, 2020
Should Jewish education be available to Jewish children everywhere? Today, most people agree in theory that every Jewish child should have access to Jewish education. However, for many Jews in many Jewish communities around the world, this has been a near impossibility. As technology has developed, the opportunities for online Jewish learning - where students can be taught by professional teachers who do not live nearby but who can easily interact with them on a digital platform - has developed into a compelling solution for many of these challenges.
Updated: May. 20, 2019
Elementary Schools Teachers’ Perceptions of Integrating Digital Games in their Teaching at Different Career Stages
The present study examines Israeli teachers` perceptions of the integration of digital games-based learning (DGBL) into their instruction at different stages of their career. The research methodology is qualitative. The study involved 28 elementary school teachers who were integrating digital game-based learning into their instruction in the classroom. Their semi-structured interviews were transcribed and underwent categorical content analysis.
Updated: Apr. 28, 2019
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