Journal of Jewish Education最新文献

{"title":"“Let’s Talk About Justice”: English, Social Studies, and Judaic Studies Teachers Deliberate About Justice Across the Middle School Curriculum","authors":"Rebecca Shargel","doi":"10.1080/15244113.2021.2016034","DOIUrl":"https://doi.org/10.1080/15244113.2021.2016034","url":null,"abstract":"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.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48199042","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}

{"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":null,"pages":null},"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}

{"title":"Going beyond Zoom to Enrich Learning in Part-time Jewish Schools","authors":"Isa Aron, Ziva R. Hassenfeld","doi":"10.1080/15244113.2022.2026747","DOIUrl":"https://doi.org/10.1080/15244113.2022.2026747","url":null,"abstract":"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.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42543720","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}

{"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":null,"pages":null},"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}

{"title":"Jewish Education and the Potential for Change","authors":"Jonathan B. Krasner","doi":"10.1080/15244113.2022.2038000","DOIUrl":"https://doi.org/10.1080/15244113.2022.2038000","url":null,"abstract":"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","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42790253","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}

{"title":"Surfing the Waves of Uncertainty: How Jewish Educational Leaders Face Enduring Dilemmas","authors":"Lesley Litman, M. Zeldin","doi":"10.1080/15244113.2021.2016035","DOIUrl":"https://doi.org/10.1080/15244113.2021.2016035","url":null,"abstract":"ABSTRACT The authors taught students in an Executive Master's program in Jewish education how to recognize and manage Enduring Dilemmas, situations in which two prized Jewish values stand in tension with one another and cannot be enacted simultaneously. They explore how these educators draw on the leadership practice of Managing Enduring Dilemmas in their professional lives and highlight the power of this practice to bring a unique Jewish frame and semblance of order to complex situations and issues. They conclude by describing the process by which educators learn this practice and the implications for professional learning and leadership development.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360268","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}

{"title":"Musical Alternatives: Debbie Friedman in Houston, 1978–1984","authors":"Judah M. Cohen","doi":"10.1080/15244113.2021.1974802","DOIUrl":"https://doi.org/10.1080/15244113.2021.1974802","url":null,"abstract":"ABSTRACT In this essay, I explore Jewish composer/singer/liturgist Debbie Friedman and her time in Houston (1978–1984) as a crucial moment in the history of Jewish education. Working as a music educator in two area synagogues, Friedman negotiated a changing environment as cantorial training rose to become a mark of communal musical authority. She consequently turned to a rising Jewish education counterculture (in CAJE) that increasingly warmed to popular music as a core part of its agenda. Friedman’s mutually beneficial relationship with CAJE ultimately built a like-minded audience for her music, while opening a path for song leaders to rise to national spiritual leadership.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45755577","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}

{"title":"“I Had to Reinvent My Jewishness”: Personal and Professional Identity Perceptions of Jewish Culture Teachers from the Former Soviet Union","authors":"Adi Binhas, I. Yaniv","doi":"10.1080/15244113.2021.1985408","DOIUrl":"https://doi.org/10.1080/15244113.2021.1985408","url":null,"abstract":"ABSTRACT This article deals with the perceived professional and personal identity of Israeli public-school teachers of subjects related to Jewish culture who have immigrated from the former Soviet Union (FSU). Our research question was: What was the impact of the emigration from the FSU on the teachers’ Jewish-Israeli identity construction, and how did this process reflect on their professional self-perception as teachers of Jewishness-related subjects? We found that the development of the teachers’ individual Jewish identity had a considerable impact on shaping their educational approach to teaching Jewish cultural subjects.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610219","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}

{"title":"Collaborative Navigation and Negotiation of Jewish Texts Online: The Case of Project Zug as a Digital Havruta Platform","authors":"Shai Goldfarb Cohen","doi":"10.1080/15244113.2021.1985407","DOIUrl":"https://doi.org/10.1080/15244113.2021.1985407","url":null,"abstract":"ABSTRACT We know little currently about how new digital tools have effected changes in Jewish studies learning environments and processes – although technologies play a central role in contemporary discussions of learning. This study aims to understand how learners collaboratively interpret Jewish sacred texts using informal online collaborative learning platforms. This case study focuses on Project Zug, an online havruta (paired couple) platform for the learning of Jewish texts. Based on 13 semi-structured interviews with Project Zug participants and using sociocultural frameworks of learning, I present how Project Zug created a digital havruta community of practice enabling dynamic learning identities.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59880409","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}

{"title":"Teachers Learn and Learners Teach: Enacting Presence in Online Havruta Text Study","authors":"Mindy M. Gold, Miriam Raider-Roth, Elie Holzer","doi":"10.1080/15244113.2021.2002090","DOIUrl":"https://doi.org/10.1080/15244113.2021.2002090","url":null,"abstract":"ABSTRACT In the wake of COVID, the Mandel Teacher Educator Institute (MTEI) faced essential pedagogical challenges in creating learner-centered, relational, and inquiry-based Jewish text study in an online synchronous space. In fall 2020, we offered an online adaptation of a line-by-line method for text study to understand the way this pedagogy invites enactments of teaching, social, and cognitive presences. This study uses qualitative methodologies to understand the learners’ experiences. Implications from this study can help us understand how activating presence in online spaces can bring rich, connected Jewish learning experiences into spaces often perceived to be flat and disconnected.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950265","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}