The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Trends in Jewish Education
Jewish Educational Leadership. Fall, 2013 – The School as a Learning Community
This issue of Jewish Educational Leadership is devoted to the idea of the school as a learning community. As you will see inside, there is no singular definition of what this could mean. It could refer to the idea that the school should become the learning center of a community, that the school should be viewed as an integral part of a community and where community is built, or it could refer to the internal workings of a school and how it functions as a community of learners. Not surprisingly, none of these are mutually exclusive and there is no single or right model for a school as a learning community. What they all have in common is that they challenge some of the traditional isolationism – or what has been called ”silos” – of the educational world. They seek to break down the walls separating schools from the communities in which they operate, between teachers within a school, and between the distinct members of the environment – students, teachers, administration, staff, parents, board members, etc.
Publication Year: Fall, 2013 | Updated in JTEC: December 1, 2013
Technology & Computers
The Legacy Heritage Fund Announces a New Round Of SMART Board Grants as a Part of its SMART Board Project
Legacy Heritage Fund is pleased to announce the launch of a new round of the Legacy Heritage Fund SMART Board Project for Jewish day schools. The SMART Board Project will enable Jewish day schools to bring the power of SMART Board technology into their classrooms. Participating schools will receive one or more SMART Boards and staff training to achieve proficiency in the use of the equipment.
Publication Year: 2013 | Updated in JTEC: October 9, 2013
Conferences & Events
Solomon Schechter School of Queens to host Jedcamp on December 18, 2013
On Wednesday, December 18, 2013, Solomon Schechter School of Queens will be hosting a JedCamp style evening of participant driven learning. There is no cost to participate and a kosher dinner will be provided. We are looking for teachers, Ed tech coaches/integrators, principals and other administrators, parents, and students to share ways educational technology and/or social media has improved quality of learning for our children.The evening will include two sessions (one hour each) with dinner in between.
Publication Year: December 18, 2013 | Updated in JTEC: December 2, 2013
Identical, Fraternal, or Separated at Birth: A Case Study of Educator Teams Within American-Israeli School Twinning
School-to-school collaboration has emerged as a key paradigm for fostering personal and institutional connections between Israeli and Diaspora youth, educators, and schools. Using the findings of a multi-year case study of a high school level twinning initiative, this article describes the challenges to this form of transnational collaboration and takes the first steps to articulating a theory of intervention of Israeli-Diaspora school twinning at the organizational level. The article suggests two processes, collaborative capacity and cultural competence, critical to development of positive and productive relationships in school partnerships. Institutional twinning is suggested as the goal of these interventions at the organizational level.
Publication Year: Fall, 2013 | Updated in JTEC: December 1, 2013
Education & Administration
The Jewish Education Innovation Challenge (JEIC) Opens Second Round
The Mayberg Family Charitable Foundation recently announced the second year of the Jewish Education Innovation Challenge (JEIC), a grant initiative designed to stimulate and reward innovation in Jewish middle and high school education in North America. The JEIC supplies the opportunity for schools to partner using a grant for $50,000 to implement a paradigm shifting program. This stems from JEIC’s mission to create a new archetype of Jewish education to supplant the present ineffective models
Publication Year: 2013 | Updated in JTEC: November 26, 2013
From Life to Curriculum and from Curriculum to Life: Re-thinking Our Paradigms on Jewish Studies at School – a MOFET Webinar in Spanish
This webinar, led in Spanish by Dr. Daniel Fainstein on Wednesday, January 15, 2014 - 7:00-8:30P.M. - Israel time. 12:00 – 13:30 EST – 5:00-6:30 GMT, will explore structural and conceptual issues regarding the status of Jewish Studies in Latin-American Jewish schools. Due to structural elements emanating from various sources, Jewish Studies have become fragmented and irrelevant subjects rather than a space for the exploration, experience, creativity, comprehensive study of Jewish identity and the dilemmas faced by young people today. We argue that if this issue were approached in a systematic manner without resorting to partial solutions, we could re-think a space for Jewish Studies and their function as framework for the construction of our students' "cultural memory".
Publication Year: January 15, 2014 | Updated in JTEC: December 2, 2013
The Shmita (Sabbatical Year) Project
We hope The Shmita Project website will provide you an opportunity both to learn some of the Shmita texts and begin thinking about how you would like your life, your community, and your world to be measurably healthier and more sustainable at the start of the next Shmita cycle. You are invited to join together, with excitement and anticipation, as we ask: What might this Shmita year look like in today’s world and how can we best prepare for it? How might Shmita hold the key to approaching the economic, environmental and societal challenges we are facing today?
Publication Year: 2013 | Updated in JTEC: November 28, 2013
Even Israeli Teachers in Excellence Programs Burn Out Quickly According to Recent Study
Some 40 percent of new teachers quit the teaching profession within six to eight years after graduating, according to a study conducted recently on behalf of the Israel Education Ministry. The study compared 500 teachers from two groups: graduates of regular teaching programs and those from outstanding students programs. The dropout rates for both groups of teachers were similar.
Publication Year: Nov. 24, 2013 | Updated in JTEC: November 28, 2013
Teaching through Personal Stories: Congregational Rabbis and Teaching Adults
As educators, synagogue rabbis frequently devote a great deal of time to teaching adults. Yet little empirical research exists about what they do. This study describes and analyzes the teaching of three congregational rabbis who have excellent reputations as teachers of adults. In particular, it focuses on how these rabbis incorporate personal stories into their teaching and examines the ways that sharing such stories is integral to their teaching approaches. Rabbis who use stories in their teaching potentially occupy a crucial place in the Jewish identity development of their adult learners. This study offers rabbinical seminaries recommendations for how to incorporate the results of the research into their curriculum.
Publication Year: Fall, 2013 | Updated in JTEC: December 3, 2013
Mapping Goals in Experiential Jewish Education
In 2012-13, as part of an investigation about the role that goals, indicators and outcomes play in Experiential Jewish Education (EJE), the Department of Experiential Jewish Education at Yeshiva University’s Center for the Jewish Future, with support from the Jim Joseph Foundation, created a research project to address three sets of questions: Goal Setting, Evaluation of Goals, : Content of Goals. The project was carried out by Dr. Beth Cousens.
Publication Year: 2013 | Updated in JTEC: December 4, 2013
No Religion Is an Island: Teaching World Religions to Adolescents in a Jewish Educational Context
What is the place of teaching about other world religions in a Jewish educational curriculum for adolescents? This article explores a course in world religions that has been taught at the Genesis Program at Brandeis University since 2001. Based on a participant observational study during 2002 and 2012, the author traces how the teachers construct goals and implement plans that include site visits to places of worship of the religions they are studying. The questions raised and the struggles of students to make sense of Judaism in the context of world religions is the backdrop for considering both why and how other Jewish educators might thoughtfully include the study of other religions as part of their Jewish education for adolescents.
Publication Year: Fall, 2013 | Updated in JTEC: November 28, 2013