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Last update: July 20, 2016
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
The Yeshiva Day School System — Costs and Considerations
There are many ways to view yeshiva day schools. The Orthodox community generally views them with pride, as a substantial communal achievement — and rightfully so. In less than a century, a community of largely impoverished refugees, decimated by the Holocaust, came to a foreign country and established schools that rival that country’s most elite and established schools. Almost every yeshiva day school produces graduates who attend the finest colleges and graduate schools, and their students regularly win national literary, advocacy, math and science competitions. And the sweeping success of these schools has also been religious — there are more Jewish religious studies students in America today than at any time in its history. And yet, this achievement has come at a cost, and that cost continues to be extraordinary and multifaceted. The most obvious cost is financial: it costs an extraordinary amount of money to send a child to yeshiva day school and for our community to sustain such independent schools. But there are also other, associated costs which may be less obvious than the monetary costs, but which are no less profound.
Publication Year: June 24, 2016    |    Updated in JTEC: July 20, 2016
Technology & Computers
Networking with Jewish Educators at #ISTE2016
The first word most people give when describing the International Society for Technology in Education or ISTE conference which took place this past week in Denver, Colorado is overwhelming. With its 15,000+ participants, presenters, and vendors running dozens of events simultaneously throughout the four days of the conference, it can be a daunting experience especially for first time attendees. However, if at the conference, there was a way to create a mini-conference, a small group within this vast stream of people that would be very advantageous.
Publication Year: July 3, 2016    |    Updated in JTEC: July 19, 2016
Conferences & Events
Inaugural Summit on Jewish Service Scheduled for September
The inaugural “Service Matters: A Summit on Jewish Service” will be held in New York September 15, 2016, bringing together a diverse group of professionals, social entrepreneurs, current and prospective funders, Jewish educators, and others working to engage people – especially Jewish millennials – in meaningful service through a Jewish lens. Speakers and sessions will explore innovations in service, how service relates to justice, how service relates to faith, the funding of service initiatives, and the overall state of the Jewish service field today. Presenters and session facilitators will include both Jewish and non-Jewish educators, nonprofit leaders, social entrepreneurs, politicians, actors, and others who are both committed to service and have successes and challenges to share. The Summit will be followed the next day with a day of Service opportunities.
Publication Year: JUNE 27, 2016    |    Updated in JTEC: July 11, 2016
Israel Education
New iFellow Graduates
A new cohort of iFellows graduated from the iCenter’s iFellows Master’s Concentration in Israel Education (iFellows) with fresh approaches and skills to bring dynamic Israel experiences to their learners. Including students from eight leading academic institutions across 12 campuses, members of the fifth cohort work in varied settings, from camp, to university to day schools. Now certified as Israel educators, they employ a learner-focused approach to Israel education in which they help build authentic, personally meaningful connections between the learners and the land, the people and the State of Israel.
Publication Year: 2016    |    Updated in JTEC: July 19, 2016
Education & Administration
Financial Constraints on Intensive Jewish Education: The Interactive Effects of Financial Capacity and Jewish Connections
This paper examines the independent and interactive effects of financial capacity and Jewish connections on reported constraints in purchasing two intensive forms of Jewish education, day school and overnight summer camp. The analysis is structured around three hypotheses: (1) financial capacity is inversely related to constraints on Jewish education; (2) Jewish connections increase or decrease the level at which financial capacity determines financial constraints on Jewish education; (3) the strength of the inverse relationship between financial capacity and financial constraints on Jewish education varies by the strength of Jewish connections
Publication Year: 2016    |    Updated in JTEC: July 20, 2016
In-Service Training
Echoes and Reflections Online Professional Development Course in July 2016
Register now for our Echoes and Reflections Online Professional Development course in July! Echoes and Reflections is a multimedia Holocaust education program, of which USC Shoah Foundation,Yad Vashem and the Anti-Defamation League are founding partners. This program is intended for middle and high school educators who have not participated in an Echoes and Reflections program previously. The course is made up of three interactive learning modules, released over three weeks: July 11th-July, 2016. The program is being offered at no cost.
Publication Year: 2016    |    Updated in JTEC: July 20, 2016
Learning Resources
Filming the Lost Light in Efrat
“She’s a creep!” Well, everyone recognizes that as lashon hara. But many people don’t realize that an off-hand remark or look made by one of our best of friends can be lashon hara too. That’s why Torah Live chose real-life friend situations, to teach viewers the laws of Shmiras HaLoshon (guarding one’s tongue) for Chapter Two of The Lost Light. To do this, we created our own girls’ school, dubbed “Torah Live High School” by production manager Sharon Katz. The scenes were actually filmed in an elementary school in the town of Efrat. They illustrate how easily we can fall into the trap of speaking lashon hara, even when that’s not the intention.
Publication Year: 2016    |    Updated in JTEC: July 13, 2016
Teacher Education
A Model of Professional Development: Teachers’ Perceptions of Their Professional Development
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers’ perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four ‘professional development patterns’ emerged. Participants’ professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers’ personal course of professional development. Hence, the categorisation of the teaching staff according to individuals’ professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers’ particular needs.
Publication Year: 2016    |    Updated in JTEC: July 20, 2016
Adult Education
Understanding Chabad’s Success with Millennials
A recent survey conducted by the Jewish Federation of Miami, found that in 2014 about one in four Jewish households in the Miami area participated in Chabad-Lubavitch programming. But truly groundbreaking was the breakdown by age group: 36 percent of families ages 35-47 and nearly half (47 percent) of families age 35 and younger engaged with Chabad programs. Over the past ten years, 71 Chabad shluchim (emissary couples or families) have established communities around the world catering exclusively to young adults (ages 25-39); of those, 55 have been established just in the past two years. Data collected from just 25 of these locations, over the past 12 months, has so far revealed impressive statistics: 108 Jewish weddings, 408 Jewish holiday and Shabbat experiences with more than 24,000 attendees, over 5000 Torah classes and discussions.
Publication Year: June 8, 2016    |    Updated in JTEC: July 6, 2016
Informal Education
Hagigah Ivrit: A Celebration of the Hebrew Language
The second annual Hagigah Ivrit of metropolitan New York, March 6-20, 2016 concluded with a sense of a new tradition in the making. Hagigah Ivrit, “Festival of Hebrew,” is a two-week celebration of local events and activities aimed at celebrating the Hebrew language and its culture. The festival in New York was part of an annual national Hebrew language celebration that took place in March in cities throughout North America. Hagigah Ivrit 2016 in metropolitan New York featured a broad range of events for scholars, students, culture vultures, and families that included film, food, songs, and fun. Building on its successful debut last year, the festival doubled its events and participating organizations to include 40 events in Manhattan, Brooklyn, the Bronx, Queens, Long Island and New Jersey. Events were for enthusiasts of all backgrounds and levels of familiarity with Hebrew, from seniors to young children and their families and from fluent speakers to those with no prior Hebrew knowledge. All offerings engaged the audience in the beauty and history of the Hebrew language and provided opportunities to connect with Israeli culture and tale.
Publication Year: Spring 2016    |    Updated in JTEC: July 20, 2016
Formal Education
The Basis of Reading Fluency in First Grade of Hebrew Speaking Children
The present study examines the contributions of several different cognitive and literacy skills to reading fluency in Hebrew among Grade 1 students. The main objective of the study was to examine what predicts word reading fluency at two crucial points during Grade 1: mid-year, before a multi-tiered intervention, and again 12 weeks later at the end of the year, after the intervention. A total of 47 first graders in Israel were assessed on cognitive and literacy tasks before and after an implementation of intervention.
Publication Year: 2016    |    Updated in JTEC: July 20, 2016
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