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Last update: September 19, 2017
Trends in Jewish Education Teacher Education In-Service Training Education & Administration Formal Education Informal Education Adult Education Technology & Computers Israel Education Learning Resources Conferences & Events

The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Trends in Jewish Education
Jonathan Mirvis, It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education: Book Review
To survive we must adapt and change. We must disrupt, iterate, and take risks. This is the bold challenge posed by Dr. Jonathan Mirvis in his new book, It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education. As someone who has worked side by side with Jewish social entrepreneurs for the past two decades, I could not agree more. We stagnate at our peril. However, it is not enough to merely be bold and creative. For innovation, entrepreneurship, and intrapreneurship to make strong contributions to the Jewish future we need to really understand how these processes work. We need to understand how concepts born in the commercial sector are best adapted for use in the nonprofit sector. We need to delve into cases of successful entrepreneurs and unpack the factors that contributed to their success. We need to trace the process that gives birth to new norms and practices, pushing beyond the novelty of a singular innovation. These are the offerings contained in It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education.
Publication Year: 2017    |    Updated in JTEC: September 19, 2017
Technology & Computers
What's App, Sir? Teachers and Students in WhatsApp Groups (in Hebrew)
The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. It has become one of the most popular applications, and is regularly used by both teachers and students for personal and group communication. In the present study, we explore student perspectives on the phenomenon of WhatsApp "classroom groups", in which both teachers and students from a particular classroom interact with one another in closed groups. Our methodology combines interviews and focus groups with students aged 13-18 (N= 88).
Publication Year: 2017    |    Updated in JTEC: September 6, 2017
Conferences & Events
Center for Judaic Studies Seminar in Hebrew Pedagogy
The 2017 (October 20-22) Seminar in Hebrew Pedagogy of the University of Denver & Middlebury Language Schools is a weekend seminar on topics in Hebrew language pedagogy, featuring national scholars from a variety of specializations. The seminar’s theme this year is The Hebrew Lesson Plan: Maximizing Acquisition and Culture-Based Pedagogy. Some hands-on workshops/small groups’ work are planned during the seminar. Depending on the number of registrants and the age groups they teach, the presentations and the workshops will be tailored to address varied needs. As in past seminars, the objective of the seminar is to provide you with practical tools that can be applied to and incorporated into the classroom following the seminar.
Publication Year: October 20-22, 2017    |    Updated in JTEC: September 5, 2017
Israel Education
Testing the Waters: New Summer Teen Experiences
There was something fishy about the Sci-Tech Israel program. Just ask Robert, a rising junior at a Westchester high school, who joined 28 other teens from the New York area and around the country for three weeks on this Israel adventure. The teens met Israeli science and technology experts while exploring the country from Sinai to Eilat and celebrating Shabbat. The teens also learned about marine biology and ecosystems when they visited the National Institute of Oceanography in Haifa on the coast of the Mediterranean.
Publication Year: August 29, 2017    |    Updated in JTEC: September 13, 2017
Education & Administration
How Day School Teachers Perceive Their Working Conditions: A National Study
Induction and mentoring are widely considered in the United States and in the Organization for Economic Co-operation and Development (OECD) countries as a basic universal and critical intervention for a successful launch of new teachers. Based on an expanded set of survey data, this article focuses on how Jewish day schools offer professional support and learning opportunities from the head of school, the administration, colleagues, parents, and the school community and how useful teachers perceive these resources to be.
Publication Year: 2017    |    Updated in JTEC: August 9, 2017
In-Service Training
Online Courses Offered by Gratz Advance’s NEXT Program – Fall 2017
What’s NEXT in online professional development? Here are Gratz College’s NEXT program’s offerings for this fall! Supplementary school programs must hire teachers with a complex patchwork of backgrounds and skills while living with budgets that lack healthy line items for professional development for those teachers. The challenge is how to provide the range – and depth –of learning needed to efficiently enhance our teachers’ knowledge and skills. NEXT addresses the disparate levels of experience in Jewish knowledge and educational pedagogy.
Publication Year: Fall, 2017    |    Updated in JTEC: September 18, 2017
Learning Resources
Shofarot Israel – The Story of the Shofar
The Shofarot Israel website tells the story of fifteen generations (7 centuries) of a proud family tradition of creating shofars for use in synagogues around the world. The website includes the history of shofarot in Tanach and Jewish history up to modern times, videos on the process of creating a shofar, history of the family that has been doing this for hundreds of years. The site is in English and Hebrew.
Publication Year: 2017    |    Updated in JTEC: September 14, 2017
Teacher Education
Request for Proposals – Bringing Ayeka Soulful Education to Jewish Day Schools
The AVI CHAI, Kohelet, and Mayberg Foundations are excited to announce their sponsorship of a 2-year partnership with Ayeka and four select Jewish day schools, beginning January, 2018. The purpose of this RFP is to solicit requests from Jewish day school leadership who are interested in transforming their school’s Judaic Studies faculty through Soulful Education training by Ayeka professional staff.
Publication Year: 2017-8    |    Updated in JTEC: September 18, 2017
Adult Education
How a Jewish Learning Program Surprised Me
When our synagogue, Bet Torah in Mt. Kisco, NY, announced a learning project with Project Zug, an online-based paired learning platform powered by Mechon Hadar, I really had no idea what to expect. We have had many adult education programs over the years, but nothing that was as self-directed as this looked to be. It was to be spread out over more than ten weeks and required significant amounts of discipline.
Publication Year: July 13, 2017    |    Updated in JTEC: August 9, 2017
Informal Education
Call for Papers - Jewish Summer Camps as Educational Resources
The editors of the Journal of Jewish Education are planning a themed issue on Jewish summer camps. We are seeking research on day or residential summer camps that self-identify as Jewish camps. The focus of the research is to be on camps as a Jewish educational resource. The camps may be located in North or South America, Europe or Israel and serve a camper population from between the age range of 5-17. Research on educational staff at camp and camp alumni is also most welcome.
Publication Year: 2017    |    Updated in JTEC: August 8, 2017
Formal Education
“Corresponding with the Professor”: A Didactic Tool for Fostering Students’ Ability to Identify Scholastic Difficulties and Ways of Coping with Them
During their school years, students encounter difficulties of various types from both content-related and emotional aspects. Often, when asked directly about their learning difficulties, students struggle to express these difficulties explicitly and clearly; as a result, teachers find it a challenge to provide them with a suitable and satisfactory response. In order to help students express their scholastic difficulties, particularly cognitive and emotional ones, and foster their ability to chart out courses of action for coping with these difficulties, we have developed a tool we call “Corresponding with the Professor”.
Publication Year: 2017    |    Updated in JTEC: September 6, 2017
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