Search results for: Mandel Center for Studies in Jewish Education, Brandeis University
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COVID-19 has transformed Jewish education more than any other event in recent memory. The pandemic has changed access to Jewish education, the tools we use during Jewish education, and the settings in which Jewish education takes place. The Mandel Center, in partnership with the Lippman Kanfer Foundation for Living Torah, will support a set of original empirical studies of synchronous Jewish text study during the pandemic across settings and life stages.
Updated: Aug. 18, 2020
What does learning look like in Jewish education? This fall, the Portraits of Jewish Learning project (PJL) will commission 6-8 papers from educators in various settings that (1) describe how learning occurs in Jewish education and (2) help to deepen the discussion of what we mean by Jewish learning. An honorarium will be awarded to authors of commissioned papers. We invite researchers, and practitioners interested in research, who want to develop a narrative about Jewish learning. Applicants should plan to be (or recently have been) systematically documenting the experience of learners (of any background, from preschoolers to adults) in any Jewish educational context (e.g., school, afterschool, camp, retreat, family education, adult learning, online, etc.).
Updated: Sep. 28, 2016
Jewish educators and Jewish educational policy makers often use the language of transformation when describing the effects of programs. We aim for more than just cognitive achievement; we want our programs to make a meaningful, lasting difference in the lives of the participants. But the language of transformation needs to be explored more critically. What do we really mean, when we talk about transformative Jewish education? How do we think that transformation occurs? What does it look like when it happens? There are many pockets of excellence across the Jewish educational landscape – but for the most part, those examples remain isolated and hidden. The best and most creative educational work is neither visible nor documented, so no one outside these programs is learning from them. This conference was a step towards improving that situation by bringing together some of those programs, and creating an opportunity for leading educators to study them systematically.
Updated: Apr. 20, 2016
In conjunction with the publication of Turn It and Turn It Again: Studies in the Teaching and Learning of Classical Jewish Texts (Jon A. Levisohn and Susan P. Fendrick, eds., 2013), the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education at Brandeis is launching an experimental professional development opportunity for teachers of Jewish texts at Jewish day schools.The goal of the program is to develop a small community of practitioners engaged together in thinking more deeply and critically about issues related to the teaching of Jewish texts
Updated: Nov. 28, 2013
The Teacher Learning Project Team at the Mandel Center for Studies in Jewish Education at Brandeis University has made available an Interactive Online Toolkit, a series of teaching modules. Each module focuses on one aspect of comprehensive, school wide induction. The exercises in each module are designed for use with school administrators or faculty who are interested in thinking deeply about how the current professional culture and structures in their school facilitate -- or hinder -- ongoing teacher learning.
Updated: Aug. 28, 2012
The Mandel Center for Studies in Jewish Education promotes systematic practitioner research of their teaching by educators and sharing of their findings with the Jewish education community. In the short video presented here, you’ll meet a talented elementary day school teacher, who researched her practice in order to develop a webcase, and a well-respected congregational rabbi, who participated in a project in which he researched his practice in order to produce an article to be published in a forthcoming volume.
Updated: Dec. 25, 2011
The quality of a school depends on the quality of its teachers. Finding promising teachers is an ongoing challenge for many school leaders, and keeping them is even more challenging. New teachers leave Jewish day schools at alarming rates, creating what has been called a 'revolving door' of educators. The Induction Partnership Project at the Mandel Center and the New Teacher Center's Jewish New Teacher Project have published a joint position paper in which they offer an image of the kind of new teacher induction that transforms the educational experiences of teachers and their students by establishing a professional, motivated, effective faculty.
Updated: May. 03, 2011
A research conference on teaching rabbinic literature at Brandeis which featured 50 presentations and brought together more than 200 academics and educators representing 30 Jewish day schools, 20 universities, 12 yeshivot and rabbinical seminaries from across the denominations, and numerous other educational institutions.
Updated: Jul. 07, 2008