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Last update in this section: January 10, 2018
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The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Formal Education
Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School
Dual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century.
Publication Year: 2017    |    Updated in JTEC: January 10, 2018
Shine a Light on: Collaboration
Since Chanukah is the Festival of Lights, we wanted to shine a light on some bright spots we are seeing in the Jewish day school field. It is our hope that each day of Chanukah will grow even brighter as you learn about these bright spots and consider your work in a new light. Whereas day school leaders often have access to conferences and peer networks, teachers have less opportunities for outside support and inspiration. One exciting new idea is to break down what at times feel like isolating classroom walls and provide opportunities for teachers to collaborate – within schools and across schools.
Publication Year: December 14, 2017    |    Updated in JTEC: December 20, 2017
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
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
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: November 3, 2017    |    Updated in JTEC: November 9, 2017
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