Search results for: Case study

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.

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.