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Search Results for 'Day schools' (Keyword)
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1   |   From section In-Service Training
Personalize Your Instruction with BetterLesson
Following a successful year supporting 145 teachers in 34 schools across North America, The AVI CHAI Foundation is expanding its partnership with BetterLesson and will be offering more PersonalizedPD to support Jewish day school teachers to personalize student learning in their classrooms. Day schools throughout North America are invited to apply for up to 10 teachers to receive a year of 1:1 personalized coaching from blended learning experts, and incorporate new blended learning strategies into their practice to personalize student learning in their classroom.
Publication Year: 2017    |    Updated in JTEC: May 23, 2017
2   |   From section Education & Administration
Day School Tuition Break Gives Struggling Canadian Families Precious ‘Wiggle Room’
Between packing school lunches, orthodontist appointments, tennis practices and juggling two different school pickups for her 15- and 8-year-olds, Lauren Train appreciates knowing that the cost of private Jewish high school won’t weigh quite as heavy come September. In March, Train learned that her son’s tuition at The Anne & Max Tanenbaum Community Hebrew Academy of Toronto (TanenbaumCHAT) will cost them about $10,000 less next year (all currency is in Canadian dollars), thanks to philanthropic giving through the United Jewish Appeal Federation of the Greater Toronto Area.
Publication Year: 2017    |    Updated in JTEC: May 3, 2017
3   |   From section Informal Education
Confronting the Religious Apathy Crisis: A Schoolwide Program for Religious Growth
Shira’s religious crisis was only one in a series of events that led to the creation of the religious guidance program at Kohelet Yeshiva High School. After repeated conversations with disheartened students and discouraged faculty, it seemed as though more and more students were floundering as they mindlessly went through the motions of a religious lifestyle and yet failed to find meaning. Frustrated with Judaism and disillusioned with religion, these students were struggling with deep questions while longing to connect to someone and something beyond themselves.
Publication Year: 2017    |    Updated in JTEC: May 22, 2017
4   |   From section Formal Education
Learning How Jews Think: How Educators Conceptualize the Study of Rabbinics
As part of a larger study of student understandings of rabbinics—what it is, how it is learned, and what it’s for—it was clear to the research team that it would be important to include the voices of day school educators who teach rabbinics. We interviewed ten educators, including those who teach rabbinics and those who supervise its teaching.
Publication Year: 2017    |    Updated in JTEC: May 3, 2017
5   |   From section Education & Administration
There is a Price to Pay for Having a Price to Pay: Where Should Innovation Live in the Jewish Day School Ecosystem?
As I have indicated before, it will be my intent (in a May blog post) to clarify how Prizmah intends to engage with Jewish day schools in the innovation space. Here, in my penultimate “Innovation Alley” blog post, I’d like to zoom in on how disruption and collaboration function – or don’t – in the Jewish educational ecosystem.
Publication Year: 2017    |    Updated in JTEC: April 26, 2017
6   |   From section Formal Education
The “Draw-A-Religious Jew” Test and Students’ Religious Identities
A quantitative arts-based study was conducted with high school juniors and seniors at a community Jewish school in Toronto, Ontario, Canada. This group represented a diverse mixture of students who populate the school in relation to gender, involvement in school life, and religious denominations. Students were prompted to draw a religious Jew and the images were scored based on five different markers.
Publication Year: 2017    |    Updated in JTEC: April 24, 2017
7   |   From section Formal Education
Developing and Transmitting Religious Identity: Curriculum and Pedagogy in Modern Orthodox Jewish Schools
This paper argues that American modern Orthodoxy is facing a crisis caused at least in part by problems of student identity formation. A range of ethnographic research conducted over the last decade suggests that modern Orthodox students feel increasingly disengaged from religious studies classes—and that this disconnection is a factor in the movement’s decline. I argue that student disengagement may be a result of these schools’ inability to accommodate students’ own epistemological commitments to religious pluralism and autonomy, as well as the mainly secular American concerns central to their developing personal identities.
Publication Year: 2017    |    Updated in JTEC: April 24, 2017
8   |   From section Formal Education
Toward Full Hebrew Proficiency
The academic benefits of language immersion have been known for over 50 years and, in the case of Hebrew, for at least the past 25 years, since two Australian professors of linguistics, Tim McNamara and Edina Eisikovits, and I collaborated on a landmark study of Hebrew language immersion in a Jewish day school in Melbourne. The findings on attitudes toward Hebrew language study are more recent: this month, the results of a study of attitudes toward Hebrew language learning in 41 Jewish day schools across North America were published by Professors Alex Pomson and Jack Wertheimer.
Publication Year: 2017    |    Updated in JTEC: April 19, 2017
9   |   From section Technology & Computers
New Schools, New Directions: Approaches to Online/Blended Learning
The AVI CHAI Foundation developed a funding initiative designed to incubate new low tuition Jewish day schools built on a blended learning model. AVI CHAI’s goal in setting out to do this work was to provide proof points for the model’s viability as well as its potential to influence established schools. This report, an analysis of this effort, focuses on three new schools funded by the foundation. The schools reflect a range of grade levels, affliations, and educational design models. When selected, all were beginning to put their plans into action. These schools were observed two to three times a year over a three-year period with the pseudonyms Darom, Zafon, and Mizrah.
Publication Year: 2017    |    Updated in JTEC: April 5, 2017
10   |   From section In-Service Training
YOU Lead – Prizmah's Leadership Development Program
Prizmah's YOU Lead is an eight-month leadership development program that combines the best of online and in-person learning and covers a wide breadth of topics that leaders grapple with every day. Together with peers, mentors, and top innovators in the day school world, participants reflect on practices and beliefs, challenge assumptions about Jewish education, and dive deeply into the defining issues of Jewish day school leadership in the 21st century.
Publication Year: 2017    |    Updated in JTEC: April 19, 2017
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