Search results for: Applebaum Lauren
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This study examines how 3- and 4-year-old Jewish children think and feel about Israel. The research, conducted as a collaboration between scholars and practitioner-researchers who work in Jewish early childhood centers, draws upon group interviews, elicitation/provocation exercises, a drawing task, and teacher documentation to investigate how some of the youngest learners in Jewish educational settings conceive of Israel. We found that 3- and 4-year-old Jewish children think about Israel as a foreign country with its own customs, landmarks, and language. They also think about Israel as a distinctly Jewish place, with a special role in Jewish traditions and stories. We found no evidence that 3- and 4-year-old children reflect on Israel as a place of personal meaning for their own Jewish lives. This absence challenges both the theory and practice of Israel education in the early childhood setting.
Updated: May. 09, 2021
Book Review: Portraits of Jewish Learning: Viewing Contemporary Jewish Education Close-In. Editor: Diane Tickton Schuster
Portraits of Jewish Learning, edited by Diane Tickton Schuster, is a collection of portraits drawn from across the wide field of Jewish education. Portraits of Jewish Learning (PoJL) joins a small, but important, literature of portraiture in Jewish education in the past decade, including Ingall’s (2006) Down the Up Staircase, Wertheimer’s (2009) Learning in Community, and Tauber’s (2015) Open Minds, Devoted Hearts. In PoJL, most of the participating writers were deeply involved in the learning processes they illuminate, an intimate vantage point that helps to produce rich and nuanced images of learning.
Updated: Aug. 18, 2020
“I’m Going to Israel and All I Need to Pack Is My Imagination”: Pretend Trips to Israel in Jewish Early Childhood Education
This article examines the practice of pretend Israel trips in Jewish early childhood education. Jewish early childhood educators who work in markedly different preschool settings, and who have differing beliefs about Israel and Israel education, nonetheless converge on a practice of pretend trips to Israel that remains remarkably stable across settings. This article examines how and why these pretend trips have become part of the “grammar” of Jewish early childhood education, illuminating a practice that is simultaneously beloved and unsatisfying for Jewish early childhood educators who care about early childhood education and Israel education.
Updated: Mar. 04, 2020
'When you change me, you change what I do': Challenges and Possibilities in Transformative Learning for Teachers
This dissertation explores the complexity of collaborative professional development by analyzing the learning experiences of participants in a Fellowship for Israel educators. Using a practitioner inquiry approach, I asked how the practice of Critical Friendship and other group learning experiences shaped teachers’ thinking, assumptions, and beliefs about their teaching practice. Data collection took place over the course of the year, and included facilitation and observation of monthly meetings, classroom observations, and interviews with each of the seven participants in the study.
Updated: Nov. 09, 2016
The polls in Israel have closed. The election results are pouring in. Politicians and pundits are scrambling to make sense of the will of the Israeli people. And those who work on the front lines of teaching American Jews about Israel are scrambling to make sense of how to teach and talk about the elections. The recent elections – and other headlines from Israel – can seem daunting if we approach them as stand-alone events. Instead, they must become part of a larger framework of teaching and talking about Israel. Such an approach makes room for issues of immediate relevance by approaching them as part of an overall framework.
Updated: Apr. 02, 2015
Reflective journaling is frequently employed to help preservice educators make sense of fieldwork experiences. Analyzing the weekly journals of eight preservice educators, I offer conceptual language to describe how journal writing provides a window into students’ capacity for reflection. This capacity is described in terms of three continua: self-awareness, sophistication of reflective writing style, and relationship of reflection to action.
Updated: Apr. 30, 2014