Pub Date : 2024-02-22DOI: 10.1080/15244113.2024.2315254
Abigail Uhrman, Meredith Katz
This study explores the perspective of day school parents as they engage with questions of race with their children and in the context of their day school choice. We convened a book group in summer...
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Pub Date : 2024-02-21DOI: 10.1080/15244113.2024.2317462
Laura Novak Winer, Eleanor Steinman
This paper is an exploration of the pedagogic challenges experienced in teaching emerging Jewish educational leaders about how to lead with a diversity mindset and create inclusive spaces for teach...
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Pub Date : 2024-01-03DOI: 10.1080/15244113.2023.2296135
Matt Reingold
An arts-based qualitative research study was conducted to study the use of political cartoons in Israel education in a high school class. Data analysis revealed that students’ initial interest in t...
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Pub Date : 2023-11-30DOI: 10.1080/15244113.2023.2271366
Sivan Zakai, Jonathan Krasner
Published in Journal of Jewish Education (Vol. 89, No. 4, 2023)
发表于《犹太教育杂志》(2023年第89卷第4期)
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Pub Date : 2023-11-13DOI: 10.1080/15244113.2023.2279026
Daniel Olson
{"title":"The Jews of Summer: Summer Camp and Jewish Culture in Postwar America <b> <i>The Jews of Summer: Summer Camp and Jewish Culture in Postwar America</i> </b> , by Sandra Fox, California, Stanford University Press, 2023, 304 pp., $28.00 (paperback),ISBN: 9781503632936","authors":"Daniel Olson","doi":"10.1080/15244113.2023.2279026","DOIUrl":"https://doi.org/10.1080/15244113.2023.2279026","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"34 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136282120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1080/15244113.2023.2267935
Zev Eleff
{"title":"Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America <i> <b>Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America</b> </i> , by Laura Yares, New York, New York University Press, 2023, 264 pp., $39.00 (hardback), ISBN 978-1479822270","authors":"Zev Eleff","doi":"10.1080/15244113.2023.2267935","DOIUrl":"https://doi.org/10.1080/15244113.2023.2267935","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/15244113.2023.2258236
Ari Y. Kelman, Ilana M. Horwitz, Abiya Ahmed
ABSTRACTResearch on Jewish day schools has long focused on the challenges they face in managing the tension between the “Jewish” and “general” components of their “dual curriculum.” Interviews with 34 graduating seniors of a private, community Jewish high school found that students experienced another dual curriculum within the school’s approach to Jewish Studies. This other dual curriculum points to the central tension of liberal Jewish education, which is caught between two approaches: one that is fundamentally discursive, deliberative, and inquiry based and one that is essentially instructional and normative.KEYWORDS: Dual curriculumJewish day schoolslearningstudents AcknowledgmentsThe authors would like to thank our partners at Hillel High and the school’s graduating class of 2018, who gave us so much time and energy, and allowed us to conduct this study. We also wish to extend our gratitude to our research partners on the project, Marva Shalev Marom and Jeremiah Lockwood, and to the anonymous readers of the article’s first draft, whose insightful comments helped us focus our key insights.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 “Brad,” “Hillel High School,” and the names assigned to any other participant in this study are pseudonyms intended to maintain the anonymity of participants and the community. This project was conducted under the supervision of the Stanford University Institutional Review Board and corresponds with all guidelines pertaining to the ethical treatment of human subjects, including the maintenance of their anonymity.Additional informationNotes on contributorsAri Y. KelmanAri Y. Kelman is Associate Professor and the Jim Joseph Chair in Education and Jewish Studies at the Graduate School of Eduation at Stanford University.Ilana M. HorwitzIlana M. Horwtiz is Assistant Professor and Fields-Rayant Chair in Contemporary Jewish Life at Tulane University.Abiya AhmedAbiya Ahmed is Director of the Markaz Resource Center and Associate Dean of Students at Stanford Unviersity.
长期以来，对犹太日制学校的研究一直集中在他们在处理“双重课程”中“犹太”和“一般”部分之间的紧张关系方面所面临的挑战。对一所私立社区犹太高中的34名毕业生的采访发现，学生们在学校的犹太研究方法中经历了另一种双重课程。这另一个双重课程指出了自由犹太教育的中心张力，它被夹在两种方法之间:一种基本上是话语，审议和探究为基础的，另一种基本上是指导性和规范性的。作者要感谢我们在Hillel高中的合作伙伴和学校2018年的毕业班，他们给了我们这么多的时间和精力，并允许我们进行这项研究。我们还要感谢我们在这个项目上的研究伙伴Marva Shalev Marom和Jeremiah Lockwood，以及文章初稿的匿名读者，他们富有洞察力的评论帮助我们集中了关键的见解。披露声明作者未报告潜在的利益冲突。注1“Brad”、“Hillel High School”以及本研究中分配给任何其他参与者的名字均为假名，旨在保持参与者和社区的匿名性。该项目是在斯坦福大学机构审查委员会的监督下进行的，符合有关人类受试者伦理治疗的所有准则，包括保持其匿名性。本文作者ari Y. Kelman是斯坦福大学教育研究生院的副教授和Jim Joseph教育与犹太研究主席。Ilana M. Horwtiz是杜兰大学当代犹太人生活的助理教授和菲尔德-雷扬特主席。阿比亚·艾哈迈德是斯坦福大学马卡兹资源中心主任和学生事务副主任。
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Pub Date : 2023-08-18DOI: 10.1080/15244113.2023.2239384
Esty Teomim-Ben Menachem, Elie Holzer
ABSTRACT What are students’ perceptions of havruta learning after osmotic socialization? This osmosis is achieved solely by observing and emulating behaviors from other havruta learners. Perceived benefits include improvement of thinking and social skills and correcting misunderstandings, whereas challenges include the limitation of one’s freedom and a sense of missing additional learning opportunities. Particularly relevant for educators seeking to cultivate intentional havruta practices among students., these findings underline the need for a nuanced pedagogy that is highly attentive to students’ spontaneous discovery of pragmatic and ethical insights, as well as how enhancement of the ethical dimension of havruta may support students’ engagement with personal challenges in this learning format.
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Pub Date : 2023-07-06DOI: 10.1080/15244113.2023.2224128
S. Manzura
ABSTRACT The article summarizes a study that examined the perspective of kindergarten children on Holocaust Remembrance Day as expressed in the discourse events of children with kindergarten teachers and early childhood education students during Holocaust Day in state kindergartens in Israel in a variety of localities. The article focuses on the kindergarten children’s attitude to visual-material representations in physical space that are integrated into the ceremony, conversation, and story. Analyzing the discourse raised a variety of themes that include the children’s feelings, thoughts, and ideas, from which understandings and implications can be extracted for educational practice.
{"title":"“It’s Funny to Stand at the Siren”: Children’s Perspectives of Holocaust Martyrs’ and Heroes’ Remembrance Day","authors":"S. Manzura","doi":"10.1080/15244113.2023.2224128","DOIUrl":"https://doi.org/10.1080/15244113.2023.2224128","url":null,"abstract":"ABSTRACT The article summarizes a study that examined the perspective of kindergarten children on Holocaust Remembrance Day as expressed in the discourse events of children with kindergarten teachers and early childhood education students during Holocaust Day in state kindergartens in Israel in a variety of localities. The article focuses on the kindergarten children’s attitude to visual-material representations in physical space that are integrated into the ceremony, conversation, and story. Analyzing the discourse raised a variety of themes that include the children’s feelings, thoughts, and ideas, from which understandings and implications can be extracted for educational practice.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59880488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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