Section archive - Education & Administration
Page 3/33 325 items
Educational outcomes are the equalizer. Assessment of changes in behavior, attitudes and subject fluency interrogate the goals of teaching and track the hopes of educators for their students. These are the missing link which accord to all other datasets more discernable meaning. To paraphrase Rabbi Hanina’s wisdom captured in Ta’anit 7a, we learn more from our pupils than from all other sources of information.
Updated: Feb. 05, 2020
This paper examines evaluation data use practices of a network of schools implementing an internal, independent, school self-evaluation process for more than a decade. This network currently uses data on its strengths alongside data indicative of its weaknesses, collecting and utilizing both positive and negative data for improvement and accountability purposes. Our findings suggest that identifying strengths is one of the valid goals and outcomes of evaluation, shedding light on its potential to enhance school ethos, and to promote a positive attitude toward evaluation processes and their subsequent effects.
Updated: Jan. 15, 2020
What two congregations merge, what can be done to stabilize the experience for religious school faculty, families and students? How can the impact of tremendous congregational change be minimized for the religious school and those it serves? What are the opportunities created in such a situation? As two historic Reform congregations merged recently in Maryland, we asked these questions.
Updated: Jan. 13, 2020
Professional Development for Disruptive Jews: The Lippman Kanfer Sensibilities Project as a Learning Agenda for Jewish Professional Education
Jewish learning in the context of professional development for Jews working in the “disruptive”, or engagement sector has emerged as a domain into which millions of dollars are invested annually, with very little hard data on how those investments correlate to educational growth. This article considers the Sensibilities Framework, promoted by the Lippman Kanfer Foundation as an initial attempt to theorize this domain, and suggests further avenues for research by theorists of American Jewish education.
Updated: Jan. 07, 2020
The analysis examines the genesis of the Lippman-Kanfer Foundation for Living Torah’s Prize in Applied Jewish Wisdom (AJW) that was first awarded in 2016. The foundation invented both the phrase AJW and the prize to highlight the qualities of Jewish content being employed by promising educators and activists in the “Jewish innovation ecosystem.”
Updated: Jan. 05, 2020
This article attempts to test the hypothesis that Jewish wisdom can impact the real-life work challenges of non-profit/philanthropy power dynamics. By examining the narratives of King Aggripas and the sages, I explore an analogue to these power dynamics in rabbinic literature.
Updated: Jan. 05, 2020
When 2019 turns into 2020, the Avi Chai Foundation will run out of money. On purpose. After 35 years supporting Jewish educational research and programming, it will phase out at the end of this year, after spending down the majority of its assets and ceasing its operations in North America. While the foundation will not completely zero out its bank accounts, leaving behind an endowment for its campus in Israel, the foundation will no longer make any grants. The sunset date, Dec. 31, 2019, has been set for more than 10 years and the process itself has been carefully planned by Avi Chai’s staff and trustees.
Updated: Dec. 05, 2019
A new program, Aleinu: Safeguarding our Children, will launch on November 25th and serve as a unique and critical resource to New York Jewish organizations.
Updated: Nov. 20, 2019
Lamorim was launched in 2017 to support French Jewish schools in their educational efforts in Jewish studies and Hebrew and in the adoption of innovative tools and methods. Lamorim is a fund, the fruit of a partnership between the State of Israel and philanthropic institutions in France and Europe. It addresses all French Jewish school and helps them to define a strategic vision, consistent with its identity and its educational project.
Updated: Nov. 06, 2019
Legitimizing public schooling and innovative education policies in strict religious communities: the story of the new Haredi public education stream in Israel
The study explored how a group of private Haredi (ultra-Orthodox Jewish) Israeli schools legitimized an innovative non-mandatory reform. Specifically, it examined the circumstances that facilitated and hindered a coincidence of wants between the schools and the Israel Ministry of Education, which resulted in signing agreements that changed the status of the schools from private to public. The study drew on interviews and on various documents, including contracts, summaries of meetings, and work plans.
Updated: Nov. 06, 2019