Search results for: Elementary schools
Page 3/5 43 items
To Include or Not to Include—This Is the Question: Attitudes of Inclusive Teachers toward the Inclusion of Pupils with Intellectual Disabilities in Elementary Schools
Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel.
Updated: Jun. 07, 2017
At the Jewish Enrichment Center, children involve their whole selves in Jewish learning: they dive into a Jewish text with peers, and wrestle, refine, and recreate their own personalized meaning through creative, in-depth projects which unfold over several months. The teaching modality we use is called integrated learning, in which children grapple with a complex question or idea for an extended period. As they work, children explore text and their relationship with text, wrestle with peers’ varied responses and our tradition, while practicing essential life skills, such as cooperation, engagement with diverse perspectives, and resilience. The projects are not supplemental to the learning, but the projects are the path through which children learn. This article will describe our third through fifth children’s exploration of the driving question, “What is berakhah?,” with insight into how the project process builds children’s Jewish knowledge as well as social-emotional skills.
Updated: Mar. 01, 2017
This study examined how sports intervention may reduce aggressive behaviors in children (Grades 3–6), focusing on the relations between acquisition of self-control skills (SCSs) and aggressive behavior through the mediation of thoughts (i.e., hostility) and emotions (i.e., positive and negative). In a sample of 649 Israeli children, 50% were assigned to an experimental group and the remainder to a waitlisted control group. As hypothesized, children in the experimental group reported significantly larger gains in SCSs and significantly larger decreases in physical aggression, hostile thoughts, and negative emotions.
Updated: Dec. 14, 2016
Virtually all of my colleagues who teach in Early Childhood (EC) or Early Elementary (EE) settings tell me that rabbinics is not a part of the curriculum that they teach. But the notion that educational experiences must have a text at their center in order for students to be learning rabbinics is not accurate, and it is one that the field of Jewish education should work to change. If we are going to have a principled discussion of when the study of rabbinics should happen, we have to have a better understanding of when it actually does happen. In the earliest years of Jewish education, students are not yet engaged in the formal study of rabbinic texts. But the study of rabbinics actually begins with the youngest learners.
Updated: Dec. 08, 2016
What Really Matters in Synagogue Education? Comparing an Alternative Program Model and a Conventional School Model
This study is an in-depth examination of two synagogue education programs, one a conventional “Hebrew School” structure and the other an alternative program modeled after Jewish summer camp. Through the lens of the teaching of Bible to children in the Grade 3-5 age range, I provide thick descriptions of an alternative and a successful conventional congregational supplementary education program and compare them in order to gain insight into what distinguishes the two models, where they are similar and the impact these similarities and differences might have on the proliferation and/or staying power of one or the other type of models. The programs are presented as case studies organized according to four domains of curricular function: the educating institution, the educational leadership, the teacher (or unit head) and the observed classroom/camp session. How do the organizations or individuals associated with each of these domains understand the teaching of Bible in their respective program structures? In what ways does the programmatic structure influence the choice of content knowledge and pedagogy?
Updated: Nov. 02, 2016
The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System
The goal of the current research is to evaluate the contribution of school climate and teaching quality to the improvement of students ’ learning achievements in elementary schools and junior high schools, according to a national external evaluation system, the measurements of school efficiency and growth tests (MEITZAV). 60 schools took part in the research, including 158 5th grades and 157 8th grades. The information about their achievements was taken from the open database of the Israel Ministry of Education.
Updated: Sep. 08, 2016
Education in Civic Participation: Children, Seniors and the Challenges of an Intergenerational Information and Communications Technology Program
This article investigates an intergenerational information and communications technology (ICT) program that seeks expressly to enhance children’s civic participation by placing them in mutually educational encounters with seniors. Applying Devine’s model of the interrelationship among structure, power, and agency, it problematizes this goal by analyzing the dialectics of the power relations between seniors and children who maintain a technology-driven relationship. The data were gathered via qualitative participant-observation in two elementary schools.
Updated: Jun. 01, 2016
Reducing Prejudice and Promoting Positive Intergroup Attitudes among Elementary-School Children in the Context of the Israeli–Palestinian Conflict
The current investigation tested the efficacy of the Extended Class Exchange Program (ECEP) in reducing prejudicial attitudes. Three hundred and twenty-two 3rd and 4th grade students from both Israeli–Jewish and Israeli–Palestinian schools in the ethnically mixed city of Jaffa were randomly assigned to either intervention or control classes. Members of the intervention classes engaged in ECEP's activities, whereas members of the control classes engaged in a social–emotional learning program. The program's outcomes were measured a week before, immediately after, and 15 months following termination.
Updated: May. 26, 2016
‘Students Get Bogged Down’: How Religious Israeli Elementary Teachers View Problems and Solutions in Bible Teaching
Bible teachers in contemporary society confront serious problems related to the nature of the biblical text and the socio-cultural context of their teaching. This study, based on semi-structured interviews, examines the problems that five expert religious Israeli elementary school teachers encounter in their teaching and the solutions they employ. Our findings show two major domains of pedagogic issues: unfamiliar biblical linguistics and problematic content. Teachers reported student difficulties in understanding biblical Hebrew. Problematic content includes irrelevant topics, emotionally laden material, and age inappropriate issues.
Updated: May. 22, 2016
American Jewish Children’s Thoughts and Feelings About the Jewish State: Laying the Groundwork for a Developmental Approach to Israel Education
This study presents the first longitudinal data on American Jewish children’s thoughts and feelings about Israel, highlighting children’s development between kindergarten and second grade. Drawing upon interviews and photo and music elicitation exercises with Jewish elementary school students, the research examines both children’s conceptual understandings of Israel—what they imagine it to be—and their feelings toward Israel. The research finds that throughout the early elementary grades, children think of Israel as a place where both good and bad can happen—a duality that remains relatively stable over time. Yet their feelings about Israel change over time, as consistently happy emotions give way to a wider range of affective responses to Israel, including worry, fear, and sadness. This manuscript examines both children’s static conceptions of Israel and their changing feelings about the Jewish state, addressing the implications of these findings for elementary school Israel education and Jewish communal policy toward youth engagement with Israel.
Updated: May. 04, 2016