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Search Results for 'Research' (Keyword)
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1   |   From section Trends in Jewish Education
Who I Am and What I Think: The Contribution of Personality and Socioeconomic Traits to the Attitudes of Homeschooling Parents toward the Education System and Homeschooling in Israel
The consistent growth of homeschooling in recent decades can be considered a reflection of public criticism of the education system. This criticism has given rise to alternative education methods; homeschooling is one of the most radical examples. In light of the increasing scope of homeschooling and its significant implications, it is important to understand its origins. However, the research on the attitudes of parents who choose homeschooling has not considered the role of personality of parents in their attitudes.
Publication Year: 2017    |    Updated in JTEC: October 16, 2017
2   |   From section Trends in Jewish Education
Jonathan Mirvis, It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education: Book Review
To survive we must adapt and change. We must disrupt, iterate, and take risks. This is the bold challenge posed by Dr. Jonathan Mirvis in his new book, It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education. As someone who has worked side by side with Jewish social entrepreneurs for the past two decades, I could not agree more. We stagnate at our peril. However, it is not enough to merely be bold and creative. For innovation, entrepreneurship, and intrapreneurship to make strong contributions to the Jewish future we need to really understand how these processes work. We need to understand how concepts born in the commercial sector are best adapted for use in the nonprofit sector. We need to delve into cases of successful entrepreneurs and unpack the factors that contributed to their success. We need to trace the process that gives birth to new norms and practices, pushing beyond the novelty of a singular innovation. These are the offerings contained in It’s Our Challenge: A Social Entrepreneurship Approach to Jewish Education.
Publication Year: 2017    |    Updated in JTEC: September 19, 2017
3   |   From section Trends in Jewish Education
Theories of Transformative Learning in Jewish Education: Three Cases
We frequently encounter the claim that a particular Jewish educational experience will be “transformative” for the participants. The language may be hyperbole. But it may also point to educators’ aspirations to affect not just knowledge and practice but character and identity. In order to understand this phenomenon—not the phenomenon of the use of the language of transformation, per se, but the phenomenon of aspirational Jewish educational programs—this article develops three case studies (Encounter, the Bronfman Fellowship, and the Wexner Heritage Program).
Publication Year: 2017    |    Updated in JTEC: September 18, 2017
4   |   From section Trends in Jewish Education
Networked but No System: Educational Innovation among Bay Area Jewish Organizations
A widely read article from this journal explores innovative Jewish educational programs, initiatives, and organizations, arguing that these share a comdmitment to being “learner-centered” and recommending that a system be created to foster collaboration among them (Woocher, 2012). Using five San Francisco Bay Area-based organizations—BimBam, Kevah, Sefaria, Urban Adamah, and Wilderness Torah—I test these ideas, finding that some elements of innovation are accurately described. However, some organizations utilize an educational focus beyond Jewish community that demands deeper exploration. And while these organizations share networks, there is little evidence of the creation of a larger Jewish educational system.
Publication Year: 2017    |    Updated in JTEC: October 3, 2017
5   |   From section Trends in Jewish Education
Independent Afterschool Jewish Education Programs and Their Relationships with Congregational Supplementary Schools
In recent years the Jewish community has witnessed a growth in the development of Jewish afterschool programs that provide childcare as well as Jewish educational programming to elementary age children. This possible trend may represent a diversification of options for families seeking to provide Jewish education and Jewish experiences for their children. Through a close examination of three afterschool programs and neighboring congregations, this article will consider whether these new start-up educational institutions threaten or complement the existing Jewish educational structures such as the congregational supplementary school and whether or not there are opportunities for congregational schools and afterschool programs to partner in serving families and what might those partnerships look like.
Publication Year: 2017    |    Updated in JTEC: September 18, 2017
6   |   From section Trends in Jewish Education
Jewish Educational Leadership. Fall, 2017 – Tefillah
Ever since the institution of formalized prayer there has been anxiety about the impact of that decision. “When one makes his prayer fixed it is no longer a supplication” (Mishnah Berakhot 4:4). The implications are educational as well as theological. Educating to the formal structures of tefillah functions as an important gateway to socializing the student into an adult community of Jewish prayer, but the more we focus on that important element the more we constrain the individual expression and the internal prayerful experience. In the contemporary educational scene, this dichotomy often expresses itself as a lens of the school’s halakhic orientation. Read more about tefillah, in this issue of Jewish Educational Leadership.
Publication Year: 2017    |    Updated in JTEC: October 3, 2017
7   |   From section Trends in Jewish Education
What Does It Take to Engage Our Students?
Studies suggest that even when students have above-average intelligence and come from families of high socioeconomic status, they will experience increased anxiety and anger and decreased academic achievement when they feel disengaged from learning. All the more astonishing is that engagement in learning is on the steady decline from entry into kindergarten and through high school, with children sometimes showing signs of disengagement as early as first grade. How do we take this ivory tower research and make sense of it within our Jewish educational system? How can we provide a Jewish education that fosters engagement, enthusiasm, psychological investment, rather than compliance – or even worse – rejection?
Publication Year: 2017    |    Updated in JTEC: September 13, 2017
8   |   From section Formal Education
“Corresponding with the Professor”: A Didactic Tool for Fostering Students’ Ability to Identify Scholastic Difficulties and Ways of Coping with Them
During their school years, students encounter difficulties of various types from both content-related and emotional aspects. Often, when asked directly about their learning difficulties, students struggle to express these difficulties explicitly and clearly; as a result, teachers find it a challenge to provide them with a suitable and satisfactory response. In order to help students express their scholastic difficulties, particularly cognitive and emotional ones, and foster their ability to chart out courses of action for coping with these difficulties, we have developed a tool we call “Corresponding with the Professor”.
Publication Year: 2017    |    Updated in JTEC: September 6, 2017
9   |   From section Trends in Jewish Education
The Student Voice in Designing a Jewish Studies High School Curriculum: A Case Study
Author Eli Kohn
In January 2012, a team of curriculum specialists based at Bar Ilan University in Israel were approached by a Jewish day school in Australia to design a new Jewish Studies curriculum for its school. The mandate was to design a curriculum model from first-steps that would form the basis for the new curriculum. This article demonstrates how combining elements of Fullan's ideas about school partnerships with Schwab's 'commonplaces' concepts can best meet the needs of the school's specific population and ethos.
Publication Year: 2017    |    Updated in JTEC: September 6, 2017
10   |   From section Formal Education
A ‘Dybbuk Model’ for Holocaust Pedagogy: The Case of the Distribution of Ka-Tzetnik’s Books
Between 1990 and 2001, the Israeli Ministry of Education freely distributed to students countless copies of the books written by Holocaust author Ka-Tzetnik. This educational project has never been researched and, despite its magnitude and uniqueness, it has abruptly disappeared from public awareness as if it had never been carried out. The motivations that stand behind this initiative and the lessons it teaches about Holocaust pedagogy are the focus of this article.
Publication Year: 2017    |    Updated in JTEC: September 6, 2017
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