Search results for: Action research
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This study explored the use of a scaffolding technique in order to develop critical thinking skills and dispositions while using the infusion method of teaching critical thinking within the context of specific subject matter. Two specific skills were examined: the students were asked to compare and contrast Biblical textual stories (analysis) and then to generate abstract categories to describe the elements they had compared (evaluation).The disposition examined was the self-confidence to reason independently, without teacher direction, in order to encourage learner autonomy.
Updated: Apr. 19, 2017
To teach the “whole child” necessitates that we understand that child, including being attentive to who she is and wants to be throughout her time in school. It follows that hearing the student voice should play a significant role in studying texts. After conducting a one-year qualitative, collaborative action research study in one Modern Orthodox Humash class, my data show that giving students opportunities to dialogue authentically with parshanim (classical commentaries) and the teacher is essential to teaching the whole child, especially in a religious studies class.
Updated: Mar. 07, 2017
‘I Finally Felt Like I Had Power’: Student Agency and Voice in an Online and Classroom-Based Role-Play Simulation
This article presents an educational action research study examining how one online, classroom-based role-play simulation offers middle school students the opportunity to strengthen their agency and voice. The Jewish Court of All Time (JCAT) is a web-mediated simulation designed for middle school classrooms where students take on roles of various characters throughout the world, history and literature to address an imaginary court case. JCAT is meant to develop students’ skills in writing, critical thinking, perspective-taking, historical empathy and communication, as well as subject literacy in social, historical and cultural contexts. Our research question focuses on how JCAT further encourages and supports the middle school students’ agency and voice. activities.
Updated: Nov. 11, 2015
In this article I investigate how one group of teachers deliberated about Israel education with the intention to “modify the myth” as they engaged in curriculum reform. I begin from the idea that curriculum development should be an in-house endeavor that encourages faculty to embrace their roles as curricular decision-makers. Participants readily shared insights and suggestions from personal experiences and practices and explored goal language for teaching a critical Israel. However, moving from individual reflection to practical decision-making proved complicated due to factors stemming from personal and professional identities, school structure and culture. I consider implications for harnessing teacher potential as Israel education curriculum developers.
Updated: Jun. 10, 2015
“The False Promise of Group Harmony”: The Centrality of Challenging Practices in Teachers’ Professional Development
This article discusses an action research study of a week-long Summer Teachers Institute which immersed teachers in the study of Jewish historical and cultural texts. We investigate how this kind of cultural immersion created opportunities for transformative learning – the kind of learning that would not merely be the application of “new lessons,” but that would also help teachers reconceptualize their teaching practices regarding Jewish religion and culture. Our findings suggest that text study practices of challenging – in tandem with practices of supporting and voicing – were central in constructing a “relational learning community.” Such a community was a necessary condition for transformative learning.
Updated: Apr. 30, 2014