Search results for: Case study
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This paper is a first effort to systematically document programmatic interventions in five of the ten communities participating in The Jewish Teen Education & Engagement Funder Collaborative, a joint philanthropic effort launched in 2013. The paper identifies patterns and trends reflected in the programmatic choices made by each community. It then makes explicit five assumptions that underpin these choices and reflects on what they imply for further teen education and engagement efforts. These assumptions, as elaborated in the paper, are identified as: (1) “every body counts;” (2) “breaking down the silos;” (3) “integrating curation and innovation;” (4) “tapping Israel;” and (5) “searching for blue ocean.”
Updated: Aug. 17, 2020
This case study is an investigation of the teaching and learning of a teacher in the congregational school of which the author was the director, whose classroom practice was strongly reflective of relational learning theory. It explores the pathways through which this teacher was in turn supported in learning and teaching by relationships with peers, supervisors, and teen madrichim in the Relational Learning Community in which the faculty participated. Most significantly, this study examines how such support provided a source of resilience during a period of intense stress and disconnect, and explores the wider implications for teacher growth and retention.
Updated: May. 01, 2019
Missions, Methods, and Assessment in Hebrew Language Education: Case Studies of American Jewish Day Schools
This research consists of three case studies conducted within American Jewish day schools (JDSs). Addressing some of the issues pointed to by past researchers, this investigation focuses on the following discrete areas of Hebrew language (HL) programs: the stated visions for Hebrew language learning as noted in the mission statements and other documents of the schools and as articulated by teachers and administrators, the methodologies employed by Hebrew and Jewish Studies educators within these institutions, and the assessment practices employed by these schools and educators to determine whether the expressed goals of these programs are being met. By exploring the missions, methods, and assessment processes within these Hebrew language programs, and contrasting these aspects of the schools, we come to a better understanding of the inner workings of these programs and the issues that may be addressed in practice and future research.
Updated: Jan. 04, 2017
Buffeted by competing needs and shortages of resources, Jewish day schools face great challenges sustaining their Jewish mission. What does it take to deal with those challenges? How do schools remain true to their mission? When do they accommodate and when do they resist? This Case Study Project takes you inside 19 Jewish day schools with thick descriptions of how they have maintained a clear focus on their Jewish mission in the face of challenges. Case studies describe how schools align their stakeholders—especially teachers and parents—in support of their Jewish mission, how they make the case for serious Jewish learning, how they have strengthened their teaching of Hebrew, Israel, and Jewish texts, how they make tefillah and connection to the Jewish people meaningful to students and how they resist pressures to dilute their Jewish mission.
Updated: Nov. 04, 2015
To understand how day schools are measuring up to their potential as incubators of Jewish commitment, a team of researchers undertook to visit some 19 schools and learn first-hand how they enact their Jewish mission. The eight-member team – consisting almost entirely of former day school heads who now work in other arenas in the field of Jewish education – spent time observing schools between the spring of 2012 and the end of the 2012-13 school year. Usually in teams of two, the observers focused their attention on the ways day schools enact their self-defined Jewish mission. The Case Study team consisted of Michael Berger, Josh Elkin, Cheryl Finkel, Reuven Greenvald, Pearl Mattenson, Alex Pomson, Jack Wertheimer and Tali Zelkowicz.
Updated: Apr. 16, 2015
Wendy Grinberg shares some of her findings about the 'growth mindset' that powers a culture of ongoing learning at Barnert Temple in Franklin Lakes, New Jersey.
Updated: Jan. 21, 2013
A case study of Kayla, a former graduate student, highlights how she forged a connection with her middle school students over the course of a year, as she shifted perspectives on her role in the education of girls. This shift was an outgrowth of both pre-service and ongoing training on issues related to gender and education. In addition, an emphasis on reflective practice supported Kayla’s self-awareness of her potential impact on her female students.
Updated: Sep. 21, 2008