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Search Results for 'Research' (Keyword)
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1   |   From section Trends in Jewish Education
A Pedagogy of Humanist Moral Education: The Educational Thought of Janusz Korczak
This book sheds new light on the life and work of Janusz Korczak, the twentieth century humanist moral educator and path-breaking social-pedagogue who is generally unknown in the English speaking world. In the two orphanages he led in Warsaw, Poland Korczak developed an innovative array of educational practices that motivated children from broken families suffering from serious social-interpersonal pathologies to re-form themselves during the five to seven years they lived in the orphanage.
Publication Year: 2017    |    Updated in JTEC: June 26, 2017
2   |   From section Learning Resources
Sharing Early Insights: Lessons Learned from the Jewish Teen Education & Engagement Funder Collaborative
Author Sara Allen
Concurrent to the community-based education and engagement initiatives, the Jewish Teen Education and Engagement Funder Collaborative embarked on a process of enhanced research into teen Jewish engagement, learning and education. Outcomes for experiential and immersive Jewish education, as well as other research, informs our view of programming toward the whole teen. With a commitment to openness and transparency, the Funder Collaborative shares its hard-won lessons with others to increase knowledge and tools which may advance the entire field of Jewish teen education and engagement. Today marks the launch of a new website designed to become a vital resource for anyone seeking to benefit from these lessons, models and research: teenfundercollaborative.com. Here we will share highlights of the work in each of our communities, as well as the deep research and rigorous evaluation that helps shape our efforts. We will also house detailed model documentation on specific initiatives exploring the structures, partnerships, risks, and more that have led to successes and “fail forward” moments for learning.
Publication Year: 2017    |    Updated in JTEC: June 21, 2017
3   |   From section Informal Education
“That Was the Most Myself I’ve Ever Been” – Teens Reflecting on New Models of Summer Programming
Against this backdrop, the New York Jewish Teen Initiative was launched in 2014. This ambitious effort to create new models of summer programming for Jewish teens, and to increase the numbers participating in Jewish experiences, is a partnership between UJA Federation of New York and the Jim Joseph Foundation within the framework of the Jewish Teen Education and Engagement Funder Collaborative, which includes national and local funders from ten communities. The Jewish Education Project serves as lead operator of the Initiative, which is being evaluated by a team from Rosov Consulting. Ahead of a third summer of programming, it is appropriate to take stock of what we’ve learned so far. A full report is available here.
Publication Year: 2017    |    Updated in JTEC: June 21, 2017
4   |   From section Trends in Jewish Education
New Papers Released on Challenges Facing Jewish Continuity in North American
The Jewish People Policy Institute has released two action-oriented papers that focus on the deep challenges facing Jewish continuity in North America. “Family, Engagement, and Jewish Continuity among American Jews,” was prepared at JPPI by Profs. Sylvia Barack Fishman and Steven M. Cohen. The second paper – “Learning Jewishness, Jewish Education, and Jewish Identity” – was prepared under the lead of Prof. Barack Fishman and Dr. Shlomo Fischer, a JPPI Senior Fellow in cooperation with the Institute’s experts in the field.
Publication Year: 2017    |    Updated in JTEC: June 21, 2017
5   |   From section Trends in Jewish Education
Making Decisions about Jewish Education Today and Tomorrow: Presentations at the Network for Research in Jewish Education
Over the last year, The Jewish Education Project, has embarked on several research studies that had their own rationales, objectives and discrete findings. Our presentation at the NRJE brings together four separate research projects commissioned and/or conducted by The Jewish Education Project spanning 3 often distinct age groups in Jewish education (0-5 yrs; youth; and teens).
Publication Year: 2017    |    Updated in JTEC: June 21, 2017
6   |   From section Informal Education
HaYidion - Prizmah's Journal of Jewish Education: Summer Homework
The articles in this issue begin with a recognition of the difference and legitimacy of summer experiences, their necessity for the personal, social and spiritual development of children. Authors accept the notion that children need time away from school, not merely as “downtime” but as an opportunity to have experiences that will be meaningful and important to them for their entire lives. They need to swim, climb trees, play hours of soccer, spend time with friends and make new ones, to improvise, cope with disappointment and exercise some control over their lives. All of the authors acknowledge that there is value in not assigning summer homework.
Publication Year: 2017    |    Updated in JTEC: June 14, 2017
7   |   From section Teacher Education
The Global Citizenship Education Gap: Teacher Perceptions of the Relationship Between Global Citizenship Education and Students’ Socio-Economic Status
The present study examined Israeli secondary school teachers' perceptions of global citizenship education (GCE), concentrating on the socio-economic makeup of the schools' population. The study illuminates how teachers' perceptions of their students' mobility and the imagined futures that teachers attribute to their students may shape teaching. The study involves in-depth, semi-structured interviews with fifteen Israeli teachers at schools catering to student populations of various socio-economic backgrounds within the public, secular Jewish school sector. The study provides evidence of a GCE gap involving students, schools, and teachers, shedding light on this gap's possible consequences. Policy implications of the GCE gap and future research trajectories are introduced and discussed.
Publication Year: 2017    |    Updated in JTEC: June 21, 2017
8   |   From section Trends in Jewish Education
Adapting the Jewish Spiritual Practice of Mussar to Develop Business Students’ Character
Business ethics educators have been encouraged to cultivate students’ character, but have received meager instructions for doing so. Additionally, there has been insufficient focus on equipping students with the tools they need to foster their ethical development after completing our courses. In this paper, it is argued that the Jewish spiritual practice of Mussar, whose premise is that individuals can become better versions of themselves by repairing their character traits, can inform business ethics instruction.
Publication Year: 2017    |    Updated in JTEC: June 8, 2017
9   |   From section Formal Education
To Include or Not to Include—This Is the Question: Attitudes of Inclusive Teachers toward the Inclusion of Pupils with Intellectual Disabilities in Elementary Schools
Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel.
Publication Year: 2017    |    Updated in JTEC: June 7, 2017
10   |   From section Trends in Jewish Education
Teaching the Holocaust Through Film
Feature films are one of the most powerful tools in a history teacher's arsenal and also one of the most misused. Many of the films shown by teachers are appropriate for teaching content and also serve to engage students. Some of the most popular films used by teachers are Glory (1989), Dances with Wolves (1990), Saving Private Ryan (1998), and All Quiet on the Western Front (1979). One film that has been very popular in classes is Schindler's List (1993). In this article, I discuss appropriate criteria for choosing films for teaching about the Holocaust, and suggest other films that are appropriate and effective pedagogical tools.
Publication Year: 2017    |    Updated in JTEC: June 7, 2017
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