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Section archive - Formal Education

Page 7/38 378 items
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61
The Graduate(s): The Harvests of Israel’s Integrated Multicultural Bilingual Education
Authors: Bekerman Zvi
Advocates of integration and cross cultural contact believe schools have a seminal role to play in perpetuating or breaking the cycle of violence and division in conflicted societies. Historically, segregated schools are the norm in such societies. An alternative educational model is provided through integrated schools—schools where children from different national, ethnic, or religious groups are deliberately educated together. Integrated schools are believed to be essential in contributing to the healing of the wounds that afflict conflicted societies, easing the path toward peace, reconciliation, and integration.
Published: 2017
Updated: Oct. 25, 2017
62
This US Preschool Is So Israeli it May as Well Be Tel Aviv
Authors: Sales Ben
Tamar Pinto runs what may be the only fully Hebrew preschool in the country, explicitly meant for children of Israelis in America. Jewish preschools across the US integrate varying levels of Hebrew into the day, if only to teach holidays and prayers. But at Gan Gurim, though many of the children were born in the United States and may well live here for most of their lives, you’ll have trouble finding English – or American child-rearing norms – anywhere.
Published: 2017
Updated: Sep. 27, 2017
63
Sinai Schools to Hit Riverdale
Authors: Lipman Steve
The Sinai Schools, a network of Jewish special education institutions that began in 1982 with three students at one site in New Jersey and has grown to six locations with 150 students in the state, will establish its first branch in New York City next year. Sinai has announced that it will open a “school within a school” at the SAR Academy in the Riverdale section of the Bronx beginning in September 2018. Aura Lurie, who has served as a teacher for more than a decade in the SAR Academy “inclusion” special education program, will be director of the Sinai pilot program at SAR.
Published: 2017
Updated: Sep. 06, 2017
64
“Corresponding with the Professor”: A Didactic Tool for Fostering Students’ Ability to Identify Scholastic Difficulties and Ways of Coping with Them
Authors: Shriki Atara, Prusak Anna
During their school years, students encounter difficulties of various types from both content-related and emotional aspects. Often, when asked directly about their learning difficulties, students struggle to express these difficulties explicitly and clearly; as a result, teachers find it a challenge to provide them with a suitable and satisfactory response. In order to help students express their scholastic difficulties, particularly cognitive and emotional ones, and foster their ability to chart out courses of action for coping with these difficulties, we have developed a tool we call “Corresponding with the Professor”.
Published: 2017
Updated: Sep. 06, 2017
65
A ‘Dybbuk Model’ for Holocaust Pedagogy: The Case of the Distribution of Ka-Tzetnik’s Books
Authors: Glasner Heled Galia
Between 1990 and 2001, the Israeli Ministry of Education freely distributed to students countless copies of the books written by Holocaust author Ka-Tzetnik. This educational project has never been researched and, despite its magnitude and uniqueness, it has abruptly disappeared from public awareness as if it had never been carried out. The motivations that stand behind this initiative and the lessons it teaches about Holocaust pedagogy are the focus of this article.
Published: 2017
Updated: Sep. 06, 2017
66
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: Jul. 27, 2017
67
“A Little Bit of This and Not Too Much of That...”: Is There a Recipe for Class Display Load Level in Elementary Schools?
Authors: Milo Shussman Yael
The classroom display in elementary schools, usually, manifests the teacher's effort and vision. However, upon entering an elementary school classroom one will usually encounter a visual overload. How can teachers determine the appropriate amount of elements that would be on display? How can they know what is the accurate recipe for a pleasant and efficient display? It seems that, in practice, this might resemble your grandma’s cake recipe, which was passed down from generation to generation. “Just put a little bit of this and not too much of that…” This article addresses thesequestions and provides best practices recommendations in an appendix.
Published: 2017
Updated: Jul. 19, 2017
68
The Pardes Rodef Shalom Schools Program
Authors: Pardes Institute of Jewish Studies in Jerusalem
The Pardes Rodef Shalom Schools Program is a unique middle school project that develops conflict resolution skills via the study of traditional Jewish texts. We help Jewish middle schools equip members of the school community to be skillful problem-solvers in social situations, active in the prevention of bullying and committed to creating a more peaceful world.
Published: 2017
Updated: Jul. 19, 2017
69
The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements
Authors: Shoval Ella, Arnon Michal, Tenenbaum Gershon, Sharir Tal
The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty Israeli 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities.
Published: 2017
Updated: Jul. 13, 2017
70
Israeli High School Graduates’ Knowledge of the Holocaust: A Case Study
Authors: Davidovitch Nitza, Haskel Amir, Wagner Esther, Jacobson-Meyzles Shaked, Bahamam Liraz
In November 2015, the Israeli Ministry of Education declared that the matriculation exam in history would no longer include the Holocaust, and instead students would be required to write a research paper. Following this decision, we wished to test the level of knowledge concerning the Holocaust among undergraduate students (excluding those who study contemporary history, which includes Holocaust studies).
Published: 2017
Updated: Jul. 12, 2017
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