Informal Education (328 items)To section archive
Improving Academic Accomplishments of Youth in Residential Education and Care in Israel: Implementing a Policy Change
Children and adolescents in residential-care facilities often have lower academic achievements that their counterparts who are raised at home. Traditionally, residential programs do not prioritize academic achievements, especially at the high-school level, a situation detrimental to their chances to enter institutes of higher education. The Israel Ministry of Education decided to implement a policy change to affect the overall ecology of youth villages (Israeli residential schools), aimed at emphasizing high school academic achievements as a key to future success. This attitudinal change led to the development of after-school study centers or evening classes within the village, applying non-formal teaching and learning methods in a relaxed atmosphere. Additionally, various support systems were developed in youth villages, all geared toward helping adolescents excel in meeting the challenges of high school.
Updated: Jan. 20, 2020
This article argues that contemporary resources drawing from 19th-century Mussar wisdom and Positive Psychology in the context of Jewish camp are a great vehicle for communicating our virtues and teaching “21st Century Innovation and Learning Skills.” Based on practitioner research, this article draws on over a decade of working with Jewish camps across North America. Several common areas are identified: discernment of priority virtues, understanding the relationship between values and virtues, a common language, importance of developing resources, and cultivating communities of trust.
Updated: Jan. 06, 2020
The present study focused on students who were exposed to terror‐related homicide with the aim of investigating the contribution of school climate resources to their resilience. Since resilience is associated not only with fewer negative outcomes, but also with positive change, the contribution of schools was studied as both inhibiting post‐traumatic stress symptoms (PTS) and enhancing post‐traumatic growth (PTG). A mixed‐methods research design was used. The participants included 117 (52% girls) high school students (mean age = 14.54; SD = 1.49). Twenty‐five of them were interviewed in addition to responding to the research questionnaires. Different aspects of the school climate were found to be associated with students' PTS and PTG, yielding two overarched factors explaining the school's role as a protective resource: sheltering and supporting. The former is associated with fewer PTS and the latter with higher PTG. The use of different resources for different forms of resilience is discussed.
Updated: Dec. 11, 2019
Young adult fiction has emerged as a crucial pedagogical tool for Holocaust education. This paper examines the narrative strategies that make young adult fiction an apt bearer and preserver of the traumatic past. Specifically, these strategies involve fantastical modes of storytelling, liminality and witness testimonies told to the second- and third-generation listeners. These strategies modify the humanist resolution of young adult narratives by integrating growth with collective responsibility.
Updated: Dec. 11, 2019