Search results for: Elementary schools
Page 1/5 43 items
“But Girls Can Do that Too”: Discussing Gender Equality with Children in a Progressive Jewish Context
This study is a qualitative project which took place with six elementary-aged children in a progressive Jewish education program. The children took photos around their synagogue of items related to gender. The children chose their favorite photos, then explained and discussed the photos with their peers. All explanations and discussions were recorded, transcribed verbatim, and inductively analyzed. Results emphasize the importance of providing opportunities for children to voice their opinions on social-justice related constructs like gender equality. The results also speak to the role of institutions such as synagogues as environments where children develop their beliefs about gender.
Updated: Dec. 15, 2020
The British Government Has Stopped Persecuting Jewish Religious Schools. Now Those Schools Should Take Stock of Their Own Shortcomings
In the UK, most ultra-Orthodox schools operate as public institutions and are therefore subjected to frequent scrutiny by the Office for Standards in Education (OFSTED). Recently this has caused particular friction because these schools refuse to comply with requirements that they teach elementary-school students about homosexuality, transgenderism, and so forth. Ḥaredi schools have received frequent surprise inspections during which students were asked invasive questions about sex and “lifestyle choices,” to the consternation of teachers, parents, and administrators. Thus British Ḥaredim are understandably relieved that OFSTED ruled last month that their elementary schools would no longer be under pressure to teach about same-sex marriage.
Updated: Oct. 22, 2020
The Jewish Education Center of Cleveland is pleased to offer an exciting, new values-based curriculum designed for learners in kindergarten through sixth grade. Via five values-focused modules each five weeks long, learners experience synchronous learning in a weekly cohort-based mifgash (“gathering”). Off-line/at-home they delve into module-related content and concepts - lower elementary age children explore them through a curated box of hands-on activities, while upper elementary learners receive engaging weekly challenges.
Updated: Aug. 18, 2020
How do Jewish educators navigate the multiple demands of their work in Israel education, especially when the target audience is young children? Sivan Zakai, a scholar and researcher of Israel education for young children, suggests three things when it comes to Israel education and early ages.
Updated: Mar. 11, 2020
In response to requests from administrators and principals, Jewish Interactive is sharing online resources for children affected by potential school closures and cancellation of other Jewish educational programs.
Updated: Mar. 09, 2020
Data-driven studies suggest that Holocaust education remains an area with much room for growth and improvement. Contemporary Holocaust education centers on several critical discussions: when to teach about the Holocaust, at what age, how much time to devote to its study in otherwise packed school days, and how best to tackle this difficult subject with primary (ages 5–11) and secondary (ages 11–17) students. The four books considered here all contribute to a growing literature on Holocaust education and make significant interventions in these central debates.
Updated: Mar. 04, 2020
Should Jewish education be available to Jewish children everywhere? Today, most people agree in theory that every Jewish child should have access to Jewish education. However, for many Jews in many Jewish communities around the world, this has been a near impossibility. As technology has developed, the opportunities for online Jewish learning - where students can be taught by professional teachers who do not live nearby but who can easily interact with them on a digital platform - has developed into a compelling solution for many of these challenges.
Updated: May. 20, 2019
Elementary Schools Teachers’ Perceptions of Integrating Digital Games in their Teaching at Different Career Stages
The present study examines Israeli teachers` perceptions of the integration of digital games-based learning (DGBL) into their instruction at different stages of their career. The research methodology is qualitative. The study involved 28 elementary school teachers who were integrating digital game-based learning into their instruction in the classroom. Their semi-structured interviews were transcribed and underwent categorical content analysis.
Updated: Apr. 28, 2019
This article aims to describe the development of a curriculum framework for prayer in UK centrist orthodox Jewish primary schools. This process began in 2011 and continues in an ongoing way. This is the first time that there has been a communal effort across Jewish schools that focuses on this area of the curriculum.
Updated: Mar. 07, 2019
Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture.
Updated: Feb. 20, 2019