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Last update in this section: January 10, 2018
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The latest papers and research studies published in the world's leading academic journals in the field of teacher education.
Teacher Education
Learners with Disabilities in Jewish Education: Addressing an Important Need at JTS
To help meet the demand for more qualified staff, the Davidson School is launching a concentration in Disabilities Inclusion and Advocacy beginning in Fall 2018. In addition to the standard requirements for our MA in Jewish Education, students in the Disabilities Inclusion and Advocacy concentration will complete coursework in special education at JTS and Columbia’s Teacher College, engage in a year-long practicum in the field (with the option of working at a Jewish summer camp in a disabilities/inclusion program), participate in a number of co-curricular programs and learning opportunities, and enjoy cohort-based meetings and opportunities for reflection. We are currently receiving applications for our inaugural year; we are excited to begin this journey and do this meaningful work.
Publication Year: 2018    |    Updated in JTEC: January 10, 2018
Mentoring, Job Satisfaction, and Anticipated Turnover in Modem Orthodox Jewish Day Schools: Perceptions of Early Career Teachers
This mixed-methods study examined possible relationships between mentoring, job satisfaction, and anticipated turnover in a sample of 39 beginning teachers in Modem Orthodox Jewish day schools, 11 of whom participated in semi-structured follow-up interviews. It was predicted that perceived quality of mentoring would be positively associated with job satisfaction and negatively associated with turnover intentions.
Publication Year: 2017    |    Updated in JTEC: January 10, 2018
A Philosopher in the Eye of the Storm: Monsieur Chouchani and Lévinas's “Nameless” Essay
This article considers the role of the individual during crises in humanism and the ethical responsibility with which the individual is charged in such times of moral calamity. In a narrow sense, the article explores Emmanuel Lévinas's “Nameless” (“Sans nom”), an essay that appears in his book Proper Names, and proposes viewing it as his personal reading in honor of his unique, unaccounted-for teacher Monsieur Chouchani. From a broader philosophical perspective, the article attempts to consider the meaning of ethics and the assumption of responsibility in times when doing so appears to offer no benefit and hold no significance whatsoever. From an educational perspective, it endeavors to better understand the ethical role of the teacher in both tranquil and tempestuous times. And finally, it also offers another profound observation of what Lévinas's article refers to as the “Jewish condition,” not in a national historical sense but as a model of crisis-oriented ethical challenge.
Publication Year: 2017    |    Updated in JTEC: January 10, 2018
Faced with Fusty Texts, Teachers Learn to Breathe New Life into Jewish Studies
According to longtime educator Aryeh Ben David, quantity shouldn’t trump quality — especially when it comes to Judaic studies. Yet, for too long Jewish educators have pushed content, rather than connectedness, said the founder of the Jerusalem-based Ayeka: The Center for Soulful Education. Founded in 2006 with the goal of reframing Jewish education, the non-profit’s name is the biblical word for “where are you.” Ayeka provides learning tracks for educators, parents, and individuals with online and in-person options in the United States and Israel. The idea is to help teachers breathe life into Jewish text study.
Publication Year: December 26, 2017    |    Updated in JTEC: January 8, 2018
Book Review: Miriam B. Raider-Roth, Professional Development in Relational Learning Communities: Teachers in Connection
Professional Development in Relational Learning Communities: Teachers in Connection consolidates a decade of action research from three successive cycles of week-long summer seminars for teachers, all designed to foster a Relational Learning Community (RLC). The clarity with which the book documents how disparate theoretical frames animate the seminar’s design and the intentionality behind each of the seminars’ practices is notable; it is the unique blend of gravitas and heart with which Raider-Roth and her faculty approach their project, that leaves its deepest impression on the reader.
Publication Year: 2017    |    Updated in JTEC: November 27, 2017
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