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Section archive - Formal Education

Page 5/38 378 items
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41
Disrupting Hebrew School: This New Approach is Transforming Jewish Education
Authors: Skolnik Moskowitz Nachama
There is a change brewing in congregations across North America, one that is dramatically shifting the narrative of children’s experiences with Hebrew learning and Jewish education. Education directors have begun sharing stories of renewed energy in their buildings and of children who are excited to learn, especially Hebrew. This change is not about tweaking the traditional Hebrew learning model in part-time/synagogue settings. We have done that for years and it hasn’t worked. This is not about increasing Hebrew learning time. Over the years, “more of the same” has closed our students’ hearts to Hebrew as they spend four to six years on low-level prayer decoding/reading practice and review. This IS about changing foundational Hebrew learning assumptions that have shaped Hebrew education in synagogues for decades.
Published: 2019
Updated: Apr. 03, 2019
42
How They Teach the Holocaust in Jewish Day Schools
Authors: Ellison Jeffrey Alan
Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools–the who, what, when, where, how, and why questions. Additionally, comparisons are made between how the Holocaust is taught in America’s public schools versus Jewish Day Schools.
Published: 2017
Updated: Mar. 20, 2019
43
Designing a Curriculum Framework for School Prayer: A Case Study from UK Jewish Primary Schools
Authors: Kohn Eli
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.
Published: 2019
Updated: Mar. 07, 2019
44
Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
Authors: Rutland Suzanne D., Gross Zehavit
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.
Published: 2019
Updated: Feb. 20, 2019
45
Havruta Goes to University: Havruta-style Text Study in a College Education Class
Authors: Shargel Rebecca
This article presents original qualitative research applying paired text study, havruta learning, to the secular college classroom. I adapted this method to a first-year seminar in a public university and found that students perceived that havruta improved their abilities to verbalize their understandings through reading text aloud and debating one another, opened their eyes to new perspectives, engaged them in argumentation, and empowered them to take charge of learning.
Published: 2019
Updated: Feb. 20, 2019
46
Struggles and Successes in Constructivist Jewish Early Childhood Classrooms
Authors: Gorsetman Chaya, Alexander Shelley T., Muller Meir
This study examined the experiences of teachers in a Jewish early childhood center implementing constructivist theory and pedagogy through a Reggio Emilia-inspired model. Constructivist practices were described through interviews, surveys, classroom documentation, and observations.
Published: 2018
Updated: Jan. 30, 2019
47
What Can the History of Day Schools Teach Us?
Authors: Smith Sara
The history of Jewish day schools in Los Angeles can provide lessons that are widely applicable to the future of Jewish education. The number and variety of non-Orthodox day schools in the city surged in the late 1970s through the 1990s, creating the contemporary landscape of day schools. However, it is the first few schools, established before the number of day schools exploded due to court-ordered busing and other factors, that illustrate an important lesson for the future of day schools in Los Angeles and across the country.
Published: 2018
Updated: Jan. 10, 2019
48
Learning Standards in a Non-Standard System: Mapping Student Knowledge and Comprehension in Ultra-Orthodox Talmud Torah Schools
Authors: Katz Yaacov J., Iluz Shira
The Jewish ultra-orthodox (Haredi) Talmud Torah schools have been consistently resistant to the process of standardization in content, measurement, and evaluation, in contrast to the Israeli state education system which has progressed steadily in these areas. Talmud Torah schools are private elementary schools for ultra-orthodox boys. Studies are religious and the main subject of study is the Gemara (Talmud). For religious and ideological reasons these schools insist on total independence at all levels and resist assessment or regulation of any kind and as a result have rarely been studied by Israeli or international researchers. The present study examined the contribution of a unique Gemara study program to a sample of 159 sixth grade boys in Talmud Torah schools.
Published: 2018
Updated: Dec. 19, 2018
49
On Data and Deep Learning
Authors: Wiener Tikvah
In Jewish schools, where we’re concerned with students’ spiritual growth and want our children developing in emotionally and socially successfully ways, an emphasis on grades can run counter to these religious and psychological goals. After all, is there some tally for how a child has deepened religious practice or grown spiritually? Should there be? And what about the progress a child has made in becoming more organized, collaborating successfully on a project, or learning to manage time and emotions well? The latter skills translate into a productive adulthood, but we don’t often stop to teach them, much less measure them in some quantifiable way. So, these are the limitations of grades: they measure some very precise things that some kids can do very well, but they leave us without information about important types of competencies that students may or may not be developing, because grades generally don’t address religious, social, and emotional growth.
Published: 2018
Updated: Nov. 14, 2018
50
Resources of Jewish Culture: A Case Study of Two Talmud Teachers
Authors: Hassenfeld Ziva R.
This article offers a conceptual framework for understanding the diversity of pedagogies found in Talmud classrooms. It looks at how two different Orthodox Talmud teachers responded to an academic article about constructivist learning practices in the context of a professional development program. The case study presented in this article helps to illuminate Lev Vygotsky’s theory of learning.
Published: 2018
Updated: Oct. 08, 2018
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