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Last update in this section: August 9, 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
How They Teach the Holocaust in Jewish Day Schools
Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools–the who, what, when, where, how, and why questions. Additionally, comparisons are made between how the Holocaust is taught in America’s public schools versus Jewish Day Schools.
Publication Year: 2017    |    Updated in JTEC: August 8, 2017
“A Little Bit of This and Not Too Much of That...”: Is There a Recipe for Class Display Load Level in Elementary Schools?
The classroom display in elementary schools, usually, manifests the teacher's effort and vision. However, upon entering an elementary school classroom one will usually encounter a visual overload. How can teachers determine the appropriate amount of elements that would be on display? How can they know what is the accurate recipe for a pleasant and efficient display? It seems that, in practice, this might resemble your grandma’s cake recipe, which was passed down from generation to generation. “Just put a little bit of this and not too much of that…” This article addresses these questions and provides best practices recommendations in an appendix.
Publication Year: 2017    |    Updated in JTEC: August 8, 2017
The Pardes Rodef Shalom Schools Program
The Pardes Rodef Shalom Schools Program is a unique middle school project that develops conflict resolution skills via the study of traditional Jewish texts. We help Jewish middle schools equip members of the school community to be skillful problem-solvers in social situations, active in the prevention of bullying and committed to creating a more peaceful world.
Publication Year: 2017    |    Updated in JTEC: August 9, 2017
The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements
The aim of this study was to test the notion that integrating movement into the learning environment contributes to the academic achievements of kindergarten students. One hundred and sixty Israeli 4–6 year-old kindergarten students participated in the study for 145 days, which included pre- and post-intervention tests in language, mathematics, and non-verbal intelligence. The three interventions consisted of (a) a mindful movement—integrating movement in academic learning, (b) a movement for its own sake—allowing children free movement without providing academic instruction, and (c) a control condition—children engaging in their regular academic environment activities.
Publication Year: 2017    |    Updated in JTEC: July 17, 2017
Israeli High School Graduates’ Knowledge of the Holocaust: A Case Study
In November 2015, the Israeli Ministry of Education declared that the matriculation exam in history would no longer include the Holocaust, and instead students would be required to write a research paper. Following this decision, we wished to test the level of knowledge concerning the Holocaust among undergraduate students (excluding those who study contemporary history, which includes Holocaust studies).
Publication Year: 2017    |    Updated in JTEC: July 17, 2017
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