MOFET JTEC - Informal Education

JTEC Home The MOFET Institute Home Page Home Page
Last update in this section: March 19, 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.
Informal Education
Inclusion Coordinators at Jewish Summer Camps: Roles and Challenges
As appreciation of the impact of Jewish camping has grown, so have efforts to increase the number of campers able to participate in these settings. Inclusion of campers with disabilities, though not a new phenomenon, has likewise expanded. As more services are provided to campers with disabilities, more camps are hiring an Inclusion Coordinator to spearhead and manage these initiatives. This article explores the work done by these professionals and the challenges they face in doing so. The work of Inclusion Coordinators is discussed in the context of the evolving nature of camp-based inclusion efforts as a whole. The authors see inclusion at summer camps as an area in which much creative work has been done, and would benefit not only from additional resources but also from increased coordination as “a field.”
Publication Year: 2017    |    Updated in JTEC: March 15, 2017
It’s Off to Work We Go: Attitude Toward Disability at Vocational Training Programs at Jewish Summer Camps
Baglieri and Shapiro (2012) argue that considering attitudes toward disability is an important step toward building a more inclusive society. This study examines attitudes toward disability of staff members of vocational and independent living skills programs for young adults with disabilities in four Jewish summer camps. McDermott and Varenne’s (1995) three approaches for understanding disability were used to examine staff attitudes. Concrete instantiations of all three approaches were found during site visits and interviews at the camps. Implications for the continued development of inclusive educational opportunities in the Jewish community are discussed.
Publication Year: 2017    |    Updated in JTEC: March 19, 2017
Ramah Releases Alumni Survey
The Ramah Camping Movement has released the results of “The Alumni of Ramah Camps: A Portrait of Jewish Engagement.” This survey of more than 5,000 camper alumni was conducted by Professor Steven M. Cohen of Hebrew Union College-Jewish Institute of Religion and the Berman Jewish Policy Archive at Stanford University.
Publication Year: February 17, 2017    |    Updated in JTEC: February 22, 2017
Emotional Experiences of Israeli Youth from the Journey to Holocaust Memorial Sites
This paper presents results describing the emotional experiences of Israeli high-school students following their participation in the heritage journey to visit Jewish Holocaust memorial sites in Poland. 13 Interviewees who participated in heritage journey to visit Jewish Holocaust memorial sites in Poland, were asked questions that touched upon their family connection to the Holocaust, the decision to participate or not to participate in the journey to Poland, their learning experiences regarding the journey, their views towards the moral dilemmas faced by Jews during and after the Holocaust, the moral lessons they learned and their experience of participation in the study itself.
Publication Year: 2016    |    Updated in JTEC: February 12, 2017
The Importance of a "Heart-To-Heart" Conversation as Part of Emotional Education in Elementary Schools
Pressure of national and international achievements tests results in elementary schools dedicating most of their time to promoting pupils' achievements. However, does school dedicate adequate time to students' emotional availability to learning? Under the "New Horizon" educational reform in Israel, homeroom teachers must dedicate one weekly hour to individual emotional conversations with pupils. This policy relies on development theories regarding emotional conversations as vital to learning processes. I believe in managing a "heart to heart conversations" system shared by the entire school staff, a policy that requires overall solutions, but paves the way to pupils' emotional availability to learning and resulting success. Emotional conversation has many advantages for the teachers as well such as: getting to know children beyond their learning abilities, matching expectations and become more significant for their pupils.
Publication Year: 2016    |    Updated in JTEC: February 1, 2017
Archive of 248 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