MOFET JTEC - Formal Education

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Last update in this section: April 26, 2017
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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
Enhancing Language and Print-Concept Skills by Using Interactive Storybook Reading in Kindergarten
The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts.
Publication Year: January 1, 2017     |    Updated in JTEC: April 26, 2017
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
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
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
Hebrew for What?: Hebrew at the Heart of Jewish Day Schools
The AVI CHAI Foundation is delighted to release a new research report by Dr. Alex Pomson and Dr. Jack Wertheimer on the teaching of Hebrew language in Jewish day schools. As a foundation that has devoted significant energy and tens of millions of dollars toward Hebrew teaching and learning, we see a number of opportunities for future action emerging from the report. We hope that the reflections below will be helpful to others who share a passion for producing a new generation fluent in the texts and language of the Jewish people.
Publication Year: March 29, 2017    |    Updated in JTEC: April 5, 2017
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