MOFET JTEC - Trends in Jewish Education

JTEC Home The MOFET Institute Home Page Home Page
Last update in this section: February 17, 2017
Trends in Jewish Education Teacher Education In-Service Training Education & Administration Formal Education Informal Education Adult Education Technology & Computers Israel Education Learning Resources Conferences & Events

The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Trends in Jewish Education
Who will Guide, Nourish and Love the Next Generation?
I shared my personal story earlier this fall, as the opening introduction to a panel I offered at the Israeli-American Council (IAC)) national conference in Washington DC. At this conference over 2100 American Jews and Israeli-Americans asked questions about identity formation and the future of our community and children. We explored ways to connect American Jews with Israeli-Americans and worked together to strengthen our connection to Israel.
Publication Year: February 3, 2017    |    Updated in JTEC: February 17, 2017
Strengthening the Collective Us: Celebrating JDAIM
This February marks the 9th annual Jewish Disability Awareness and Inclusion Month (JDAIM). At The Jewish Federation of Greater Washington, we proudly celebrate JDAIM with the knowledge that inclusion is among our main areas of focus year-round. Our policies, practices and programs incorporate The Jewish Federation’s commitment to include individuals with disabilities, setting a standard for the ways in which individuals are invited and encouraged to participate in Jewish life.
Publication Year: February 2, 2017    |    Updated in JTEC: February 13, 2017
Jewish Literacy – Unfortunately, it’s Not Enough
We have a problem to overcome: Teacher training and professional development programs that nurture the inner lives of educators are not practical or feasible given the present landscape of Jewish education. The ground needs to be prepared before the seeds can be planted. The first step is to focus on the agents of change: principals, heads of Judaic departments, donors, and foundations – the leadership. We need a paradigm-shift at the top. Our students will not be more spiritually alive than their teachers, and our teachers will not be more spiritually alive than their bosses. If our ultimate goal is to foster the inner lives of our students, then we must foster the inner lives of our educators. To do this – to develop awe and vibrant spiritual lives in our teachers – we first need to foster the inner lives of the Jewish educational leadership and begin the process of real change in a school’s culture
Publication Year: January 30, 2017    |    Updated in JTEC: February 12, 2017
Avoidance Behavior Following Terror Event Exposure: Effects of Perceived Life Threat and Jewish Religious Coping
The current research was designed to examine associations of perceived life threat (PLT) and religious coping with the development of avoidance behavior following terror event exposure. Based upon the terror management theory (TMT), we hypothesized that religious coping, through its effect on religious beliefs as a meaning system, would moderate the impact of threat, as expressed in PLT, on an individual's reaction to terror event exposure, as manifested in avoidance behavior. Participants were 591 Israeli Jewish students who were vicariously or directly exposed to a terror event in the past.
Publication Year: 2017    |    Updated in JTEC: February 8, 2017
Reinventing Religious School Tefillah
These are questions that I struggle with as an educator, a tefillah leader, and a Jew. As a participant, I hope to be moved by worship experiences. As a leader, I hope to make the experience meaningful. As an educator, I want students to have a positive Jewish experience that inspires them -- to lead, to learn and to live Jewishly. How can we make the time students spend in religious school tefillah meaningful and memorable, and how can it be used to develop relationships and build community? There are elements inherent in a service that do engage children. Children love to talk, to sing, to move, and to listen to stories. If we can frame the tefillah with these concepts, perhaps we can create a more engaging prayer experience. If we can infuse each element of the service with meaning, taking the time to explain and explore what we do and why we do it, we have the potential of making not only religious school tefillah more engaging, but also every service they attend for the rest of their lives.
Publication Year: Winter, 2017    |    Updated in JTEC: January 18, 2017
Archive of 336 additional items in this section back to March 2008
Enter Archive
Click the button to copy the link to the clipboard. You may then paste it into your web site or blog.
Copy Permalink