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Section archive - Formal Education

Page 6/38 378 items
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51
Putting Students Front and Center in the Hebrew Bible Classroom: Inquiry-Oriented Pedagogy in the Orthodox and Liberal Classroom
Authors: Hassenfeld Ziva R.
Inquiry-oriented pedagogy is a difficult pedagogy to enact in the classroom. By placing students’ questions and textual ideas at the center, the teacher opens the door to unanticipated and sometimes off-the-wall comments in text discussion. And yet, research has shown that it is exactly this type of pedagogy that leads to increased engagement and comprehension. This study examines two elementary school Hebrew Bible teachers’ enactment of inquiry-oriented pedagogy. It explores how one pedagogy can look very different in different contexts and the contrasting motivations teachers hold.
Published: 2018
Updated: Mar. 13, 2018
52
Six Teaching Orientations of Holocaust Educators as Reflections of Teaching Perspectives and Meaning Making Processes
Authors: Novis-Deutsch Nurit, Perkis Eila, Granot Bein Yael
This study explored processes of curricular reinterpretation made by teachers who teach about the Holocaust. We conducted holistic narrative analyses of in-depth interviews with 31 American Holocaust educators. Six teaching orientations were identified: passionate historical, mythologizing-transforming, social-contemporizing, empathic-personalizing, riveting-shocking, and pragmatic-socializing.
Published: 2018
Updated: Mar. 13, 2018
53
In Historic First, Three London Primaries to Form Jewish Schools
Authors: Jewish News Online
Three Jewish primary schools teaching almost 1,000 children across north London are to link up in a new first-of-its-kind Jewish schools academy to combine learning resources and teaching expertise while making “cost efficiencies”. Moriah Jewish Day School, Sacks Morasha Jewish Primary School and Wolfson Hillel Primary School will together form a Multi Academy Trust (MAT), the trustees of which would be chosen by the Chief Rabbi and other United Synagogue leaders.
Published: 2018
Updated: Mar. 13, 2018
54
What Really Matters in Synagogue Education: A Comparative Case Study of a Conventional School and an Alternative Program
Authors: Litman Lesley
This article examines case studies of two part-time synagogue education programs, a conventional “Hebrew School” and an alternative program modeled after Jewish summer camp. Using the lens of teaching of Bible to children in Grades 3–5, the study provides insight into similarities and differences between the two types of programs and the impact of the program structure on the proliferation and/or staying power of one or the other.
Published: 2017
Updated: Feb. 12, 2018
55
Shine a Light on: Collaboration
Authors: Fishman Deborah
Since Chanukah is the Festival of Lights, we wanted to shine a light on some bright spots we are seeing in the Jewish day school field. It is our hope that each day of Chanukah will grow even brighter as you learn about these bright spots and consider your work in a new light. Whereas day school leaders often have access to conferences and peer networks, teachers have less opportunities for outside support and inspiration. One exciting new idea is to break down what at times feel like isolating classroom walls and provide opportunities for teachers to collaborate – within schools and across schools.
Published: 2017
Updated: Feb. 12, 2018
56
Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School
Authors: Avni Sharon, Menken Kate
Dual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century.
Published: 2017
Updated: Feb. 12, 2018
57
Teaching Sacred Texts in the Classroom: The Pedagogy of Transmission and the Pedagogy of Interpretive Facilitation
Authors: Hassenfeld Ziva R.
Empirical research in Jewish education has found almost exclusive use of transmission pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, interpretive facilitation.
Published: 2017
Updated: Nov. 15, 2017
58
What Really Matters in Synagogue Education: A Comparative Case Study of a Conventional School and an Alternative Program
Authors: Litman Lesley
This article examines case studies of two part-time synagogue education programs, a conventional “Hebrew School” and an alternative program modeled after Jewish summer camp. Using the lens of teaching of Bible to children in Grades 3–5, the study provides insight into similarities and differences between the two types of programs and the impact of the program structure on the proliferation and/or staying power of one or the other.
Published: 2017
Updated: Nov. 15, 2017
59
Understanding Students’ Orientations to the Study of Rabbinics
Authors: Levites Arielle
While rabbinic texts have long played a central role in the development of contemporary Judaisms and Jewish day school curricula, we don’t know very much about students’ learning. While we have some sense of what teachers and other experts think constitutes an understanding of rabbinics (Levisohn 2010, and Kanarek and Lehman 2016), there is little data about what students actually know about or are able to do with particular texts, or what sense they make of rabbinics as a whole. In the spring of 2017, as part of the Mandel Center’s Students’ Understanding of Rabbinics project, we interviewed twenty students recruited from two Jewish community day high schools about their study of rabbinics.
Published: 2017
Updated: Nov. 09, 2017
60
Hebrew and Jewish Peoplehood
Authors: Malkus Mitchel
This past week I was invited along with leaders of universities, college campus programs, Israel trips, camps and other educational programs to participate in a discussion on elevating the status of Hebrew language in the North American Jewish community. Over the years, it has been pointed out that North American Jews, more so Americans, do not have the same level of Hebrew proficiency as do Jews in other countries. Some opine that this is because English is the lingua franca across the globe. Others believe that Hebrew language proficiency is not essential for participating in Jewish life in North America.
Published: 2017
Updated: Oct. 25, 2017
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