Search results for: Kress Jeffrey S.
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The authors propose kinds of teacher reflection and discussion that can lead toward greater student engagement and encourage an organic development of informal techniques in the classroom.
Updated: May. 13, 2012
Jeffrey S. Kress, associate professor of Jewish education and academic director of the Experiential Learning Initiative at the William Davidson Graduate School of Jewish Education at the Jewish Theological Seminary, in an article in The Jewish Week writes that many educators have been recently suggesting to make Jewish schools more like camps, which provide meaningful, lasting experiences for their campers. He asks, what is it about camp that offers positive outcomes and that can be replicated in non-camp settings?
Updated: Apr. 01, 2012
Jewish day schools offer many experiences meant to foster the Jewish development of students. However, these experiences are at risk of being disconnected from one another, complicating a comprehensive approach to addressing issues of identity. This article uses a constructivist approach to identity development to frame the challenges posed by such a fragmentation. Observations of pluralistic Jewish day high schools are brought as illustrations. The author discusses an approach of scaffolded reflection as a way to integrate the identity—enhancing experiences in which a student participates.
Updated: Oct. 05, 2010
Four researchers introduce us to four ways of thinking about Jewish identity and its relation to Jewish education. Each of them suggests a metaphor (Charme , the double helix; Hyman, a movie camera) or a model (Kress, multiple identities; Horowitz, journeys) to help us think about what we mean when we say “Jewish identity.”
Updated: Oct. 04, 2008
Perceptions and Roles of Conservative Rabbis: Findings and Implications Related to Identity and Education
Results from a study of Conservative rabbis are reported here, including the variety of roles played by rabbis, the value and expectations placed by rabbis regarding each of these roles, and his or her perception of the value and expectations placed by lay leaders on these roles. Implications related to rabbinic identity and education are discussed.
Updated: Jun. 11, 2008
EJSS is a large-scale study commissioned by JESNA and conducted by Michael Ben-Avie & Jeffrey Kress that collected descriptive information about Jewish educators in Jewish day and complementary schools. EJSS is an important first step toward creating a research-based portrait of educators in Jewish schools in North America.
Updated: Apr. 08, 2008
Cognitive-developmental theories are applied to advance the discussion of the use of questioning in Jewish education. Such theories allow Jewish educators to more fully understand the function of questioning and to appreciate affective elements involved in the context of question-asking.
Updated: Apr. 01, 2008