Search results for: Wildstein Tristin J.

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.