Formal Education (355 items)To section archive

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What do Jewish day school students believe constitutes good understanding and worthwhile learning in the context of their encounter with rabbinic texts in the classroom? This article shares findings from an interview study of Jewish day school students in grades 9 through 12 regarding their attitudes toward the study of Talmud. I argue that high school students’ estimations of the value of Talmud study are shaped, not only by individually held tastes, talents, and commitments, but also by a set of shared intellectual values. These values, related to their beliefs about the purposes of learning and what good learning should accomplish for the learner, develop in the context of their schools and communities and frame how students set goals for and assess their own understanding of Talmud.
Published: 2020
Updated: Mar. 04, 2020
The development of non-Orthodox Jewish day schools in Los Angeles in the 1970s to 1990s can be attributed to a combination of factors, including the city’s geography, the deterioration of public education, court-ordered busing that began in the 1970s, and strong rabbinic personalities. Yet, as elementary day schools proliferated throughout the city, educators struggled to keep secondary day schools afloat. Contributing factors to the challenges secondary schools faced included sprawling city geography, lack of communal support, and parental desire to send children to established high schools with proven track records for college preparation and admission.
Published: 2020
Updated: Mar. 04, 2020
More than 6,600 students were learning Hebrew in a public-school or charter-school setting in 2018 in the US, according to a report issued by CASJE, the Consortium for Applied Studies in Jewish Education, and George Washington University’s Graduate School of Education and Human Development.
Published: 2020
Updated: Feb. 12, 2020
In the course of my current Mandel Center-sponsored research project, Hasidic Learning, I have observed an assessment technique that takes the benefits of frequent low-stakes assessment and adds to it the benefits of cognitive clinical interviews. The clinical interview is a technique used by researchers to investigate what students understand about a given topic. It is typically semi-structured; that is, it has some anchor questions that are used in all interviews, but no fixed formula throughout. This lack of rigid structure is a powerful tool in the researcher’s arsenal, allowing him or her to get into the nitty-gritty of student knowledge.
Published: 2020
Updated: Jan. 28, 2020