Pub Date : 2022-06-20DOI: 10.1080/15244113.2022.2084476
M. Katz
ABSTRACT This study investigates ideas about the messages of the Holocaust understood by middle school students in Jewish day schools. Findings explore the conceptualizations students have of the Holocaust as a particular Jewish experience, and in what ways they apply its lessons both particularly and universally. Students in two North American Jewish day schools participated in a fall 2017 Holocaust education unit. Most were able to connect to the particular history of the Holocaust and to engage with universal messages. Their responses suggest a need and opportunity to frame Holocaust education more explicitly in the context of democratic civic education.
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Pub Date : 2022-05-20DOI: 10.1080/15244113.2022.2075294
Helena Miller, Alex Pomson
ABSTRACT This study explored the effect of the COVID-19 pandemic on the Jewish lives of teenagers in Jewish schools in the UK. We found that young people have been thrown back on the resources they locate under their own roofs. For some, it has resulted in a thin version of Jewish life and a sense of disappointment. For others, the Jewish resources at home have been sufficient. While, generally, the tempo of their public Jewish lives has been disrupted, the Jewish rhythm of their lives at home have continued, if more muted than usual.
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Pub Date : 2022-04-03DOI: 10.1080/15244113.2022.2059270
Rabbi Judd Kruger Levingston
of a year as a set of case studies. Pomson and Wertheimer as as each is unique, no is alone and our schools common. Many of our are shared almost universally by other Jewish day school leaders, teachers, students, and families regardless of geography and prescriptions, it beginning of and general studies, people and pivoting, always mindful of
{"title":"Inside Jewish Day Schools: Leadership, Learning, and Community","authors":"Rabbi Judd Kruger Levingston","doi":"10.1080/15244113.2022.2059270","DOIUrl":"https://doi.org/10.1080/15244113.2022.2059270","url":null,"abstract":"of a year as a set of case studies. Pomson and Wertheimer as as each is unique, no is alone and our schools common. Many of our are shared almost universally by other Jewish day school leaders, teachers, students, and families regardless of geography and prescriptions, it beginning of and general studies, people and pivoting, always mindful of","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"174 - 176"},"PeriodicalIF":0.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42082663","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 : 2022-04-03DOI: 10.1080/15244113.2022.2066374
Sivan Zakai
For over two years now, Jewish life has been set against the backdrop of the COVID-19 pandemic. Recent conversations in the pages of this journal have explicitly foregrounded the pandemic and its impacts on the evolving Jewish educational landscape. Our contributing authors have highlighted the social isolation experienced by young children (Novick et al., 2021) and young adults alike (Olson, 2021), and they have illuminated the technological and pedagogical tools that educators have used to connect learners to Jewish content and to one another (Aron & Hassenfeld, 2022; Gold et al., 2021). One thread that has tied these conversations together is a common desire for what Joshua Ladon (2021) has called “deep encounters” (p. 366). Educators, as Morey Schwartz has demonstrated, “crave connections among one another and within our learning environments” (2022, p. 37), and students want “to be heard by one another,” as Ziva Hassenfeld and her undergraduate students have shown (Stanhill et al., 2021). The ongoing conversations in this journal have repeatedly situated the power and promise of education as occurring in meaningful “encounter with another” (Buber, 1947/2002). Although not designed as a special issue crafted around a single theme, the articles in this issue of the Journal of Jewish Education all pick up on this thread that education happens in the encounter. The articles in this issue focus on three distinct kinds of educational encounters: encounters among teachers, encounters between learners around Jewish content, and encounters between different Jewish cultures. In our first article, Rebecca Shargel spotlights encounters among English, social studies, and Judaic studies teachers at a K-8 liberal Jewish day school. In “‘Let’s Talk About Justice: English, Social Studies, and Judaic Studies Teachers Deliberate About Justice Across the Middle School Curriculum,” Shargel’s qualitative case study demonstrates the powerful cross-disciplinary connections that teachers, and in turn their students, can make when given frameworks for curricular integration and consistent time for co-planning. Although Shargel outlines both the factors that support and those that constrain curricular integration, her study offers promising visions of the possible and next steps for planning, teaching, and professional development for schools that want to encourage meaningful encounters among teachers with different disciplinary training as a way of enhancing student learning. JOURNAL OF JEWISH EDUCATION 2022, VOL. 88, NO. 2, 101–103 https://doi.org/10.1080/15244113.2022.2066374
两年多来，犹太人的生活一直以新冠肺炎大流行为背景。本杂志最近的对话明确预测了疫情及其对不断发展的犹太教育格局的影响。我们的撰稿人强调了幼儿（Novick et al.，2021）和年轻人（Olson，2021）所经历的社会孤立，他们阐明了教育工作者用来将学习者与犹太内容联系起来并相互联系起来的技术和教学工具（Aron&Hassenfeld，2022；戈尔德等人，2021）。将这些对话联系在一起的一条线索是约书亚·拉登（2021）所说的“深度接触”的共同愿望（第366页）。正如Morey Schwartz所证明的那样，教育工作者“渴望彼此之间以及在我们的学习环境中建立联系”（2022，第37页），学生们希望“被彼此倾听”，正如Ziva Hassenfeld和她的本科生所表明的那样（Stanhill等人，2021）。这本杂志上正在进行的对话一再将教育的力量和前景定位为发生在有意义的“与他人的相遇”中（Buber，1947/2002）。尽管《犹太教育杂志》并不是围绕一个主题设计的特刊，但这一期的文章都抓住了教育发生在相遇中的这一线索。本期文章聚焦于三种不同类型的教育遭遇：教师之间的遭遇、学习者之间围绕犹太内容的遭遇以及不同犹太文化之间的遭遇。在我们的第一篇文章中，Rebecca Shargel重点介绍了K-8自由派犹太走读学校英语、社会研究和犹太研究教师之间的遭遇。在“Let's Talk About Justice:English，Social Studies，and Judaic Studies Teachers Considered About Justice Across Middle School Curriculum”一书中，Shargel的定性案例研究展示了教师以及学生在获得课程整合框架和一致的共同规划时间时，可以建立强大的跨学科联系。尽管Shargel概述了支持和限制课程整合的因素，但她的研究为那些希望鼓励接受不同学科培训的教师进行有意义的交流以提高学生学习的学校提供了规划、教学和专业发展的可能和下一步的愿景。《犹太教育杂志2022》，第88卷，第2期，101-103https://doi.org/10.1080/15244113.2022.2066374
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Pub Date : 2022-03-26DOI: 10.1080/15244113.2022.2054389
Ari M. Levin
ABSTRACT Chapters on Jewish Thought (Prakim BeMachshevet Yisrael) by Rabbi Shaul Yisraeli is essentially a curriculum for teaching Jewish thought as a school subject in Jewish religious high schools in the 1940s. Therefore, we choose to analyze the book using curricular research tools. We searched for similarities between the curricular approach presented by Rabbi Yisraeli and approaches for organizing knowledge and material that were first introduced in the 1950s by Tyler, Bloom, Lamm, and others, in order to demonstrate that Rabbi Yisraeli was a curricular intellectual who was ahead of his time.
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Pub Date : 2022-01-19DOI: 10.1080/15244113.2021.2016034
Rebecca Shargel
ABSTRACT Although several prior studies portray integration in Jewish high schools, this study presents a unique example from a Jewish middle school, where a team of 7th-grade teachers met over two years to integrate their disciplines. Investigating factors that facilitated and hindered integration, I found that the following factors helped drive integration forward: administrative support, teachers’ interest, and creating new frameworks. Conversely, factors hindering integration included teachers’ struggles to find connections among subjects and the lack of “follow through” by the administration. The study concludes with implications for professional development.
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Pub Date : 2022-01-02DOI: 10.1080/15244113.2022.2029537
Jonathan B. Krasner
{"title":"From Sarah to Sydney: The Woman Behind All-of-a-Kind Family","authors":"Jonathan B. Krasner","doi":"10.1080/15244113.2022.2029537","DOIUrl":"https://doi.org/10.1080/15244113.2022.2029537","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"95 - 100"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47467611","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 : 2022-01-02DOI: 10.1080/15244113.2022.2033108
Morey Schwartz
ABSTRACT A survey of online adult Jewish learning during the COVID-19 pandemic has revealed some key elements that have drawn learners aged 65–75 to continued online study. These key elements may play a role in future learner choices and, therefore, might be considered by adult Jewish learning providers in the post-pandemic period. The shift to online learning during the pandemic not only served as a prominent substitute method for the delivery of adult Jewish learning, for many of these learners it also expanded their interest in adult Jewish learning and offered them a significantly more convenient alternative for accessing it. Perhaps most interesting and most significant is the extent to which regular ongoing learning as part of an online cohort of adult learners is offering participants an unexpected, genuine sense of community, something that adult Jewish learners consider to be central to a successful learning experience.
{"title":"Content, Convenience and Community: The Keys to Adult Jewish Learning During the COVID-19 Pandemic","authors":"Morey Schwartz","doi":"10.1080/15244113.2022.2033108","DOIUrl":"https://doi.org/10.1080/15244113.2022.2033108","url":null,"abstract":"ABSTRACT A survey of online adult Jewish learning during the COVID-19 pandemic has revealed some key elements that have drawn learners aged 65–75 to continued online study. These key elements may play a role in future learner choices and, therefore, might be considered by adult Jewish learning providers in the post-pandemic period. The shift to online learning during the pandemic not only served as a prominent substitute method for the delivery of adult Jewish learning, for many of these learners it also expanded their interest in adult Jewish learning and offered them a significantly more convenient alternative for accessing it. Perhaps most interesting and most significant is the extent to which regular ongoing learning as part of an online cohort of adult learners is offering participants an unexpected, genuine sense of community, something that adult Jewish learners consider to be central to a successful learning experience.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":"88 1","pages":"32 - 55"},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48635553","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 : 2022-01-02DOI: 10.1080/15244113.2022.2026747
Isa Aron, Ziva R. Hassenfeld
ABSTRACT The use of technology in part-time Jewish schools during the pandemic and beyond has, with few exceptions, been limited to Zoom, a communications platform that works best for frontal teaching and small group discussion. This study focuses on two Jewish educators whose Technological Pedagogic Content Knowledge enables them to deploy a variety of online tools that promote student-centered learning. The teaching exemplars we highlight show what is possible when educators go beyond Zoom, utilizing sophisticated software to engage students in the interpretation of a Biblical text and lively, interactive tefillah.
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Pub Date : 2022-01-02DOI: 10.1080/15244113.2022.2038000
Jonathan B. Krasner
John F. Kennedy once called change “the law of life.” But its inevitability does not make change any easier. Institutions can be especially resistant to change, and educational institutions more than most. Change, with all its possibilities and obstacles to fruition, was on my mind as I reviewed the articles in the present issue of the Journal of Jewish Education. Let us begin with the articles in this issue that round out our special focus on “Jewish Education in the Time of COVID-19,” which began in our previous issue. Larry Cuban and David Tyack's 1995 book, Tinkering Toward Utopia, about the intractability of the “grammar of schooling,” the ways in which public schools have largely been impervious to a century of reform initiatives, seemed particularly relevant while reading Isa Aron and Ziva Hassenfeld's article, “Going Beyond Zoom to Enrich Learning in a Part-time Jewish School.” The authors explore how part-time congregational school teachers utilized technology as a pedagogical tool in the midst of the pandemic, particularly during the first few waves, when most schools were forced to migrate to online education. In particular, Aron and Hassenfeld offer a case study of two exemplary practitioners, describing specific lessons where these educators went beyond the functionalities provided by Zoom and utilized apps and Web 2.0 technologies in ways that allowed them to make online Jewish education more participatory and learner-centered. The authors also ask why these teachers were able to use technology so adeptly, even while the vast majority of their colleagues settled into a routine of frontal teaching on Zoom with the occasional use of breakout rooms and the polling function. Here is where Cuban and Tyack's work becomes relevant. Even with professional development and other support from a local Jewish educational agency there was very little change on the ground. Aron and Hassenfeld make a strong case for the integration of TPACK (technological pedagogical content knowledge) theory into the curricula of Jewish educator training programs. But they also acknowledge that the two teachers that they profiled were atypical in their degree of tech-savviness, penchant for creativity, and level of preparation for teaching. While the authors are optimistic that as more teachers become tech-savvy they will engage in “self-directed professional development” on the web, a century of failed school reforms in the public school and Jewish educational institutions points to a different possible outcome. Being a digital native does not necessarily endow a teacher with the mindset or skills to create impactful learning environments any more than knowing how to thread the film on JOURNAL OF JEWISH EDUCATION 2022, VOL. 88, NO. 1, 1–4 https://doi.org/10.1080/15244113.2022.2038000
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