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Last update in this section: September 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.
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
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
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: September 18, 2017
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
This Jewish Day School Built An R&D Lab
In many ways, Jewish education has remained unchanged for centuries. Students and teachers read texts together, and then they analyze them. But the 21st century has become an age of an unprecedented amount of information, all downloadable in seconds. In just a few decades, it’s already changed the way we think and absorb the world. Eliezer Jones, the new head of school at Akiba-Schechter Jewish Day School in Chicago, believes that education needs to evolve to accommodate those changes. “In general,” he said, “educators need to teach skills to children so they will be more flexible when they leave school. They’re living in a global world. Kids are connected everywhere. They need the skills to navigate that.”
Publication Year: August 29, 2017    |    Updated in JTEC: September 18, 2017
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