Search results for: Curriculum
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In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester in Israel program. Analyzing a variety of data sources—including internal and external documents, course syllabi, the program’s experiential components, and strategic institutional partnerships, as well as students’ course papers, emails, exit interviews, and oral conversations—we find that an immersive cultural curriculum yields important outcomes for students who engage with our vision of Israel education.
Updated: May. 27, 2014
Behrman House Curriculum writers Lesley Litman and Ellen Rank have identified three BIG IDEAS that encompass the key values and purpose of part-time Jewish education programs. They have written a concise mini-curriculum called The Big Ideas Guide which is crafted into three essential areas: deep connection to our sacred texts, belonging to a spiritual community of practice, and living our values.
Updated: May. 26, 2014
Between “Us” and “Them”: Teachers' Perceptions of the National Versus International Composition of the Israeli History Curriculum
This study aims to investigate history teachers' perceptions of the desired history curriculum content in Israeli schools in term of national versus international composition. We surveyed Israeli secondary school history teachers in the Jewish secular stream, employing an on-line quantitative and qualitative questionnaire that asked the teachers to select the subjects that they consider important for inclusion in the curriculum.
Updated: May. 25, 2014
This year I had the opportunity to help create a project that made our study of mesechet Shabbat relevant and engaging and fun for kids! At Maimonides School, the study of Talmud is a very important value. It is so important that we dedicate more time to the study of gemarah than to any other course. And yet, unbelievably, a course that some parents and students have trouble really appreciating is Talmud! So the limudei kodesh team and I set out to try and create a project that would put the students in the center, as creators of knowledge, and not just as consumers of knowledge.
Updated: May. 22, 2014
The Israel Education Ministry and Yad Vashem have unveiled a new curriculum to teach the Holocaust starting in kindergarten — the first time the authorities have provided a mandatory program for teaching the Shoah for the entire school system and every age group. The program, which will be launched the coming school year, was announced Thursday, a few days before Israel’s Holocaust Remembrance Day. The aim is to tailor Holocaust studies for each age group at a time when the last generation of Holocaust survivors is dying out.
Updated: May. 14, 2014
This issue of HaYidion is devoted to teaching Jewish history. Our history is integral to who we are, yet ours is not a happy story. Thus, as many of the authors in this issue point out, it is unappealing to those whose focal point of Jewish identity, as revealed by the Pew Report, is a sense of humor. Within the pages of this issue of HaYidion are many suggestions for addressing this problem. Technology, creativity and an acknowledgement and awareness of the changing nature of the study of history provide the means by which we can make the teaching of Jewish history vibrant and meaningful.
Updated: May. 07, 2014
The Israeli educational system makes a clear distinction between State religious education and State general education. Over time, “general education” has become unofficially identified with, and labeled as, “State secular education.' This switch has consequences far beyond a semantic level; it highlights a complex, vague, and confused set of concepts and symbols revolving around the fundamental question of Jewish Identity. However, the main argument in this paper is that the curriculum in the Israeli State schools, attended by 70% of Israeli’s Jewish children, is neither ‘completely’ nor ‘partially’ secular. Rather, it is first and foremost a Jewish curriculum, even though, on the declarative and conscious level, it does not operate as such. This argument is supported by qualitative-interpretive research on seventeen schools (six elementary, four middle, and seven high schools) in the Tel Aviv-Yafo region.
Updated: Mar. 19, 2014
Begun in 2011, the two-year CIJE-Tech High School Engineering Program currently operates in 27 Jewish schools, in areas ranging from California to North Carolina. Adam Jerozolim, a professional engineer who once designed hydraulic systems for nuclear submarines, serves as a mentor to teachers in 12 schools in the New York City area that participate in the program.
Updated: Feb. 27, 2014
When Sara Losch decided to add a computer-learning program to her Hebrew school’s curriculum, she thought it would give her students a dose of positive reinforcement. Little did she realize that the program would also provide an emotional boost to the staff. The program, Mitkadem Digital, is an online version of the Union of Reform Judaism’s Mitkadem textbooks, which are used in a little more than a third of the movement’s 870 member congregations, said Michael Goldberg, editor in chief at URJ Books and Music.
Updated: Feb. 19, 2014
Last week, an official joint project was launched between the Shalom Hartman Institute (SHI) created by the late Rabbi David Hartman, who passed away in February, and the Union for Reform Judaism (URJ). The project is “an Israel Engagement Initiative” for Reform congregations across North America, beginning with 30 selected congregations in what is being billed as the first stage of the initiative.
Updated: Dec. 26, 2013