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Last update in this section: March 19, 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
The Parent Perspective: Disabilities and Jewish Day Schools
The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child’s disability. In the latter group, the themes of loneliness and marginalization were common. Although parents hoped to feel included in the Jewish community—with Jewish day school an important expression of this desire and commitment—many found few appropriate programs and services and a general lack of awareness of and sensitivity to disability issues in the Jewish community.
Publication Year: 2017    |    Updated in JTEC: March 15, 2017
Teaching the Whole Child by Evaluating Students’ Voices
To teach the “whole child” necessitates that we understand that child, including being attentive to who she is and wants to be throughout her time in school. It follows that hearing the student voice should play a significant role in studying texts. After conducting a one-year qualitative, collaborative action research study in one Modern Orthodox Humash class, my data show that giving students opportunities to dialogue authentically with parshanim (classical commentaries) and the teacher is essential to teaching the whole child, especially in a religious studies class.
Publication Year: Winter, 2016    |    Updated in JTEC: March 8, 2017
Ethical Dilemmas: The Right Answer, or the Right Answer for Me?
The use of ethical dilemmas is a wonderful way to engage students with the rich nature of Jewish texts but of equal importance is the way they can be used to challenge them to develop critical thinking and the ability to defend a position which is reflective of their own values. There are many creative ways to present the dilemmas, many of them are presented in popular culture and then used as a platform to develop arguments for and against. Some of the potential topics that could be taught in the context of an ethical dilemmas class include: abortion, capital punishment, organ donation, allocation of scarce resources, etc. – the list is almost inexhaustible. Below I describe some sample core questions, issues and sources related to the topic of triage.
Publication Year: Winter, 2016    |    Updated in JTEC: March 19, 2017
Whole Child Growth Through Jewish Integrated Learning
At the Jewish Enrichment Center, children involve their whole selves in Jewish learning: they dive into a Jewish text with peers, and wrestle, refine, and recreate their own personalized meaning through creative, in-depth projects which unfold over several months. The teaching modality we use is called integrated learning, in which children grapple with a complex question or idea for an extended period. As they work, children explore text and their relationship with text, wrestle with peers’ varied responses and our tradition, while practicing essential life skills, such as cooperation, engagement with diverse perspectives, and resilience. The projects are not supplemental to the learning, but the projects are the path through which children learn. This article will describe our third through fifth children’s exploration of the driving question, “What is berakhah?,” with insight into how the project process builds children’s Jewish knowledge as well as social-emotional skills.
Publication Year: Winter, 2016    |    Updated in JTEC: March 19, 2017
How Do I Provide More Opportunities for My Students to Speak Hebrew Inside and Outside the Classroom?
As a Hebrew language teacher, I’ve always asked myself this question over and over again. My students spend a short amount of time in my class every day, and this time is so precious and valuable. Every second should be planned effectively. My students know that wasting time is a big pet peeve of mine. There is time to write, read, use technology tools to enhance students’ learning, ask questions, discuss, work in a small group or with a partner and also to play games. As teachers, we want to make sure that our students use the new gained skills outside our classroom. How can I do this in my Hebrew class? What are some good ways to encourage my students to converse in Hebrew and become more proficient in speaking the language?
Publication Year: February 21, 2017     |    Updated in JTEC: March 8, 2017
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