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Search Results for 'Day schools' (Keyword)
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1   |   From section In-Service Training
Registration Open for 2018 National Yiddish Book Center Great Jewish Books Teacher Workshop
The Great Jewish Books Teacher Summer Seminar is a program for teachers at Jewish middle and high schools interested in enriching their curricula with materials that reflect the breadth and depth of modern Jewish literature. The four-week (July 1–27, 2018) seminar takes place at the Yiddish Book Center in Amherst, Massachusetts, home to exhibits on Jewish history and culture as well as to a vast collection of Yiddish books.
Publication Year: 2018    |    Updated in JTEC: December 7, 2017
2   |   From section In-Service Training
Apply Now for the 2018-19 Hidden Sparks Internal Coach Training Program
Hidden Sparks is now accepting applications for its subsidized Internal Coach Program, designed to train faculty members of a school to be school-based experts on diverse learners. Coaches receive training and ongoing support as they help teachers identify specific learning strategies for students that are struggling. The designated faculty member(s) will receive training and on-site mentoring in understanding and teaching to diverse learning styles, strategies for struggling students, and skill development to become peer coaches.
Publication Year: 2018    |    Updated in JTEC: December 7, 2017
3   |   From section In-Service Training
The Tech for Learning Initiative Kicked Off This Summer
In August, The Jewish Education Project proudly launched the Tech for Learning Initiative Summer Institute, supported by the Jim Joseph Foundation. Teams of educators from nine Jewish day schools came together at our Manhattan office for a three-day intensive learning experience that focused on meaningful use of technology in the classroom and culminated in a micro-grant application process. The participating schools were at very different points in their technology integration journeys and came from different denominations and regions within the Tri-State area.
Publication Year: 2017    |    Updated in JTEC: December 7, 2017
4   |   From section Trends in Jewish Education
Gleanings: The Future for Jewish Day Schools
Gleanings is the ejournal of the William Davidson Graduate School of Jewish Education of the Jewish Theological Seminary. Our Jewish day schools are at a crossroads. For this issue of Gleanings, we asked the top thinkers, leaders, and doers in the Jewish day school sector today to respond to three basic questions: 1. What does Jewish day school education look like today and what could it look like in the future? 2. Why is this important for our collective Jewish future? 3. What should day school leaders do to help us achieve the results we want?
Publication Year: 2017    |    Updated in JTEC: November 27, 2017
5   |   From section Israel Education
iNfuse Initiative Will Help More Schools Bring Israel into All Aspects of Jewish Day School Learning Experiences
To help more Jewish day schools infuse Israel into all aspects of school life and learning, The iCenter welcomed nine new day schools across North America into its initiative, iNfuse: Israel in Jewish Day Schools. Each school now is creating a plan to make Israel education and experiences a deeper part of all aspects of school life, including classes such as science, the arts, Jewish studies, Hebrew language, all-school Israel engagement, and Israel travel.
Publication Year: 2017    |    Updated in JTEC: November 27, 2017
6   |   From section Formal Education
Teaching Sacred Texts in the Classroom: The Pedagogy of Transmission and the Pedagogy of Interpretive Facilitation
Empirical research in Jewish education has found almost exclusive use of transmission pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, interpretive facilitation.
Publication Year: 2017    |    Updated in JTEC: November 22, 2017
7   |   From section Teacher Education
Jewish Day School Wounds and What We Can Do About Them
This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming.
Publication Year: 2017    |    Updated in JTEC: November 22, 2017
8   |   From section Trends in Jewish Education
Truth-Telling in the UK Jewish Studies Classroom for Orthodox Educators
UK Orthodox Jewish educators face a number of ethical dilemmas surrounding truth-telling in the classroom. While they must comply with government legislation and high standards of professional conduct, they may also wish their practice to be informed by halachic considerations. This theoretical study explores the potential tensions that may arise when allegiances to the above areas lead to conflicting courses of action, and attempts to plot a course of appropriate conduct that can satisfy all considerations. Direct distortion is identified as an inappropriate tool, whereas omission of content that will hinder students’ Orthodox development is considered preferable to unfiltered disclosure.
Publication Year: 2017    |    Updated in JTEC: November 22, 2017
9   |   From section Formal Education
Understanding Students’ Orientations to the Study of Rabbinics
While rabbinic texts have long played a central role in the development of contemporary Judaisms and Jewish day school curricula, we don’t know very much about students’ learning. While we have some sense of what teachers and other experts think constitutes an understanding of rabbinics (Levisohn 2010, and Kanarek and Lehman 2016), there is little data about what students actually know about or are able to do with particular texts, or what sense they make of rabbinics as a whole. In the spring of 2017, as part of the Mandel Center’s Students’ Understanding of Rabbinics project, we interviewed twenty students recruited from two Jewish community day high schools about their study of rabbinics.
Publication Year: 2017    |    Updated in JTEC: November 9, 2017
10   |   From section Formal Education
Hebrew and Jewish Peoplehood
This past week I was invited along with leaders of universities, college campus programs, Israel trips, camps and other educational programs to participate in a discussion on elevating the status of Hebrew language in the North American Jewish community. Over the years, it has been pointed out that North American Jews, more so Americans, do not have the same level of Hebrew proficiency as do Jews in other countries. Some opine that this is because English is the lingua franca across the globe. Others believe that Hebrew language proficiency is not essential for participating in Jewish life in North America.
Publication Year: 2017    |    Updated in JTEC: October 30, 2017
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