Section archive - Formal Education
Page 1/38 377 items
What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.
Updated: Jul. 18, 2021
Prayer Services in Religious High Schools for Boys in Israel-Teachers' Perspectives: Are They Listening to Students?
This qualitative research aims to explore the experiences of teachers in the implementation of prayer services in religious high schools for boys in Israel. It is a continued research project following on from a study which focused on the experiences of students in the implementation of prayer services.
Updated: Jul. 15, 2021
Over 300,000 students are enrolled in North American Jewish day schools, but little is known about schools' online promotion of physical education (PE). The authors conducted a content analysis of the mention of various PE characteristics and their association with school characteristics. The websites of Jewish day schools insufficiently promoted PE characteristics with large differences based on religious affiliation. Surveying school officials responsible for website content about their beliefs on PE generally and the appropriateness of websites for promoting it may help inform strategies for boosting its online presence.
Updated: Mar. 11, 2021
Jewish education in Israel’s non-religious state (Mamlakhti) schools is intended to support an open-ended, pluralistic dialogue surrounding the question of Jewish identity. The distinct features of Knowledge Building Communities (KBCs) set them apart as a pedagogical approach that is particularly suitable for achieving this educational goal. In this article, we report on a year-long study that redesigned a tenth-grade Jewish philosophy class in Israel as a KBC.
Updated: Feb. 18, 2021
Teaching and testing in Hasidic schools: Skills, content, and knowledge automaticity as a model for other day school contexts
This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity.
Updated: Feb. 18, 2021
When Adar begins devaluation increases: on the construction of Mizrahi religiosity in yeshiva high schools in the 1980s
Yeshiva boarding high schools were the leading educational institutions of state-religious education in Israel in the 1980s. These were institutions for boys only, which combined holy studies with regular high school diploma (Bagrut) subjects. Given the marginality of Mizrahi religion in the yeshiva high school daily life, this article points out the centrality of Mizrahi religiosity in the Purim events celebrated in theses yeshivot, as expressed in the personal histories of Mizrahi graduates.
Updated: Feb. 18, 2021
Many children may face long-term damage from losing a year of schooling, and this may translate to long-term economic damage, primarily to those from the lower classes. This is the central argument by education economist Nachum Blass in a position paper attached to a report by the Taub Center for Social Policy Studies in Israel. The report was published Wednesday.
Updated: Jan. 11, 2021
“But Girls Can Do that Too”: Discussing Gender Equality with Children in a Progressive Jewish Context
This study is a qualitative project which took place with six elementary-aged children in a progressive Jewish education program. The children took photos around their synagogue of items related to gender. The children chose their favorite photos, then explained and discussed the photos with their peers. All explanations and discussions were recorded, transcribed verbatim, and inductively analyzed. Results emphasize the importance of providing opportunities for children to voice their opinions on social-justice related constructs like gender equality. The results also speak to the role of institutions such as synagogues as environments where children develop their beliefs about gender.
Updated: Dec. 15, 2020
I feel a deep sense of joy and satisfaction having had the confirmation from longstanding educators with decades of experience what I have known since I started the Zehud Online Jewish School. Building school is building a community of parents and families. The whole ethos of our school is built and structured to support this end goal. Being online has taken us into their homes and hearts, and it is our privilege to treat that relationship with the utmost of care and delicacy.
Updated: Dec. 09, 2020
The AVI CHAI Foundation has released the 2018–2019 census of Jewish day school enrollment in the United States. Conducted at five year intervals, this census represents the fifth and final AVI CHAI census report. This report presents enrollment data for the 2018-19 school year, as well as analysis of the major trends and changes in the Day School world since 1998.
Updated: Oct. 22, 2020