Search results for: Student voices
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School’s Place in Nurturing Students’ Jewish Identity Within a Broader Social and Cultural World: Stakeholders’ Experience
This article reports on students’ and faculty members’ experience of their pluralistic Jewish day school’s educational mission to nurture students’ Jewish identity exploration within a broader social and cultural world. It articulates these stakeholders’ perceptions of the ways teaching and learning of Jewish values, customs, and knowledge are integrated into the formal and informal educational experiences. Furthermore, it identifies five key features that contribute, mainly positively, to students’ exploration. of a broader Jewish, Australian, and global identity formation. It argues that a close alignment between stakeholders’ personal views and beliefs and their experience of the implemented educational mission, is a major contributing factor in stakeholder satisfaction with Jewish day school education.
Updated: Jan. 11, 2021
Drawing on interview data from a practitioner research study involving secondary students in a Jewish school, the following paper presents students’ explanations for why learning through the arts is a valuable and important classroom experience. The explanations offered by students reflected a strong self-awareness and understanding of their own learning styles and how the arts complimented their studies and challenged them in new ways. In addition to hearing how students appreciate learning through the arts, the data also suggests that teachers and other school stakeholders should find ways to provide opportunities for students to contribute to conversations about pedagogical practice
Updated: Apr. 04, 2019