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Search Results for 'Research' (Keyword)
709 items found 1 / 71 Go to page 
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1   |   From section Technology & Computers
The Shluvim Social-Professional Network: A Bridge for Educational Challenges and Trailblazers in Education
Establishment of the Shluvim network in 2010 responded to the Israeli education profession's need to introduce innovative pedagogical challenges. This social-professional network provides a virtual space for its members, empowering them through discussion on different aspects of education. The article describes a case study, employing both qualitative and quantitative methodology (questionnaires and interviews), to identify the dynamics of quantitative components involved in the evolvement of the network and to elicit members' experiences in the communication process. Findings reveal challenges involved in informed use of social networking in education and show how participation in the professional network can assist members' professional development, although it is necessary to adapt to changes in usage patterns and competition with alternative social networks. The research enhances understanding of the social-professional network's role as an empowering environment for the Israeli education system in general and for teachers' education and professional development in particular.
Publication Year: 2018    |    Updated in JTEC: December 7, 2017
2   |   From section Israel Education
Twin Cities—A Matter of Identity and Belonging
In the current study, the cities of Beer Sheva and Nahariya were taken as case studies for examining the contribution of the Twin Cities program to promoting residents’ feeling of belonging to their Jewish identity. Specifically, the current study attempted to examine the effect of town of residence and age group on feeling of belonging, and whether familiarity with the Twin Cities program affected the feeling of belonging to Jewish identity, in the assumption that residents familiar with the program would report a stronger feeling of belonging than residents not familiar with it.
Publication Year: 2017    |    Updated in JTEC: November 29, 2017
3   |   From section Education & Administration
Planning Grant for Hebrew Language Education
CASJE is undertaking a planning process to explore questions with greatest promise for helping to build the Hebrew language education field. This planning process—supported by The Steinhardt Foundation for Jewish Life, The AVI CHAI Foundation, and Jim Joseph Foundation—builds on CASJE’s previously commissioned reviews of research that can inform the teaching and learning of Hebrew.
Publication Year: 2017    |    Updated in JTEC: November 27, 2017
4   |   From section Teacher Education
Book Review: Miriam B. Raider-Roth, Professional Development in Relational Learning Communities: Teachers in Connection
Professional Development in Relational Learning Communities: Teachers in Connection consolidates a decade of action research from three successive cycles of week-long summer seminars for teachers, all designed to foster a Relational Learning Community (RLC). The clarity with which the book documents how disparate theoretical frames animate the seminar’s design and the intentionality behind each of the seminars’ practices is notable; it is the unique blend of gravitas and heart with which Raider-Roth and her faculty approach their project, that leaves its deepest impression on the reader.
Publication Year: 2017    |    Updated in JTEC: November 27, 2017
5   |   From section Informal Education
“I had to live, breathe, and write my character”: Character Selection and Student Engagement in an Online Role-Play Simulation
This study explores the relationship between character selection and student engagement in the Jewish Court of All Time (JCAT), an online and classroom-based role-playing simulation of a current events court case with Jewish historical roots. Analyzing students’ responses to three questions posed in an out-of-character JCAT discussion forum, we tracked indications of their different types and styles of engagement and how they were associating this engagement with their character roles.
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 Formal Education
What Really Matters in Synagogue Education: A Comparative Case Study of a Conventional School and an Alternative Program
This article examines case studies of two part-time synagogue education programs, a conventional “Hebrew School” and an alternative program modeled after Jewish summer camp. Using the lens of teaching of Bible to children in Grades 3–5, the study provides insight into similarities and differences between the two types of programs and the impact of the program structure on the proliferation and/or staying power of one or the other.
Publication Year: 2017    |    Updated in JTEC: November 27, 2017
8   |   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
9   |   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
10   |   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
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