Search results for: Community schools
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This issue of HaYidion focuses on The Whole Student. The writers whose work appears within the page of this issue of HaYidion will do much to illuminate aspects of student learning that are of particular relevance to today’s educational climate. They write about new and fascinating ways to bridge the span of centuries and generations to make Jewish learning exciting and relevant for those to whom we dedicate our life’s work: our students.
Updated: Jun. 04, 2013
This issue of HaYidion focuses on Teaching Tanakh. One of the most significant features of the articles in this issue is the fact that so many excellent practitioners are employing the “best practices” of contemporary educational theory and research in the teaching of Biblical text. Differentiated learning, authentic assessment, standards-based, project-based and active learning are all incorporated in original approaches to this timeless subject.
Updated: May. 28, 2013
The 21st century has provided us with the technology to make this networking more efficient, more effective and more widespread than ever before. This issue of HaYidion will bring network weaving to your schools in ways that will enable you to fulfill your mission in newer and better ways. The articles contained in this issue include full definitions and explanations for novices to the more savvy who are already Google-eyed, blogging, twittering, crowdfunding, ustreaming and wofooing.
Updated: Dec. 31, 2012
The Hyman Brand Hebrew Academy, a pluralistic community day school in Kansas City, is developing a program that will serve the needs of the Orthodox Jewish community. The Matmidim program was created two years ago to give the school’s youngest students a more in-depth Jewish education.
Updated: Nov. 13, 2011
Teaching Israel is a complex endeavor in today's world where the founding myths of Israel no longer appear to capture the hearts and minds of American Jews as they did a generation ago. As a result, a new way of speaking about and conceptualizing Israel education is evolving among researchers, program providers, policy makers, and many teachers. Through an in-depth case study, this paper explores whether and how this new way of thinking and speaking about Israel actually plays out in a community Jewish day high school that espouses a commitment to critical thinking and pluralistic education. The analysis is informed by a conceptual framework that argues that a meaningful and holistic approach to Israel education demands critical engagement with both the sacred vision and complex realities of Israel, past, present, and future as well as the literature on pluralism in Jewish educational settings. The key question threaded throughout the article is: How does a pluralistic Jewish curriculum navigate between fostering open inquiry and supporting a commitment to Israel and the Jewish people?
Updated: Mar. 30, 2011
Tefillah is a central component of the curriculum at many congregational schools. Yet despite the time and resources that congregational schools dedicate for “tefillah education,” large numbers of Jews (both children and adults) continue to feel uncomfortable and incompetent in Jewish worship. This research begins to answer the question, “How might we better prepare our children for entry into Jewish communal worship throughout their lives?” Through case studies of three synagogues with reputations for strong, innovative education programs as well as vibrant worship, the author discovered that it is possible to succeed in tefillah education if “success” is defined narrowly: believing, behaving, or belonging.
Updated: Mar. 08, 2011
David Schoem reflects on his research study from 30-plus years ago, published as Ethnic Survival in America: An Ethnography of a Jewish Afternoon School (1979, 1989). Schoem points to the continuing importance of giving greater focus to meaning-making, relational identity, and deep community. Schoem argues that through a renewed focus on engagement with American pluralism the role of afternoon schools can stand out as distinctive, not lesser than, day schools. He questions the Jewish institutional commitment for the large cohort of American Jewry who fully embrace both their Jewish and American identities by many of the very educational and rabbinical leaders of these congregational schools. Finally, he praises and challenges Jewish educational researchers to explore more broadly and critically.
Updated: Mar. 08, 2011
For millions of American Jews, the words “Jewish education” most likely conjure images of days spent in synagogue classrooms decoding Hebrew, reciting prayers, learning holiday customs, and reading about biblical figures. This is the past, but not the future of congregational education. This form of part-time, mostly afterschool and/or weekend Jewish learning has been the most popular single setting for the Jewish education of Jewish children for many decades. More than 2,000 supplementary schools (most, though not all, of which are part of synagogues) are the main source of Jewish education for more than 230,000 Jewish children in North America making them the largest 'network' operating in the arena of Jewish education. Despite its popularity, supplementary education has long been subject to often biting criticism as ineffectual or worse. In recent years, these critiques have sparked renewed efforts to improve and even transform congregational education. The breadth and scope of these efforts, encompassing hundreds of synagogues and dozens of communities, have made it more urgent that we understand the dynamics of congregational educational change: how it works and how to make it work better. This article draws on a large body of evaluation research conducted in the main by the Jewish Education Service of North America (JESNA) research team across many settings. Turning to this corpus, the authors tease out some general principles for what it would take to transform congregational education, something that they believe is desirable, difficult, but doable.
Updated: Mar. 08, 2011
Despite a challenging economic climate, enrollment at Jewish community day schools in the U.S. and Canada holds nearly steady with last year’s levels, according to a just-released annual school survey. Current school enrollment decreased less than one percent – 0.66 percent – from levels recorded during the 2009-10 academic year. The figure stands in sharp contrast to the 4.6 percent decline recorded a year ago.
Updated: Nov. 17, 2010
The IJE is happy to offer eight curricula developed for use in Community Hebrew High Schools. The curricula are the product of a two-year development process by two groups of IJE’s curriculum development grantees, a project generously supported by the Legacy Heritage Fund, Ltd.
Updated: Oct. 05, 2010