Journal of Jewish Education最新文献

{"title":"Text Discussion in a PreK–1st Grade Virtual Bible Classroom","authors":"Hadassah Stanhill, N. Fenwick, G. Bogard, Gavriella Troper-Hochstein, Ziva R. Hassenfeld","doi":"10.1080/15244113.2021.1977096","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977096","url":null,"abstract":"ABSTRACT This study examines a Pre-K–first grade full-time synchronous remote track in a Jewish day school. In the fall of 2020, Hassenfeld (Fifth Author) remotely taught biblical literature to Pre-K–first grade students. Through our analysis of two months of classroom transcripts, we sought to understand, first, the nature of student-to-student text discussion on Zoom, and, second, whether students were able to use one another as a resource during this isolating time. We found that students were able to form a unique intellectual and social community in this virtual learning space.","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":"44606861","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":"Introduction to Our Special Issue Change and Challenge: Jewish Education in the Time of COVID-19","authors":"Shai Goldfarb Cohen","doi":"10.1080/15244113.2021.1993031","DOIUrl":"https://doi.org/10.1080/15244113.2021.1993031","url":null,"abstract":"In December 2019 a new coronavirus, known as COVID-19 was discovered in the city of Wuhan, China (Huang et al., 2020). This deadly virus quickly spread across the globe causing the Director General of the World Health Organization (WHO, 2020) to declare COVID-19 a pandemic in March 2020. Since this virus spreads through person-to-person transmission, pandemic responses have included the forced closures of public and community spaces including schools (Adedoyin & Soykan, 2020). As a result and over a very short period of time, a huge range of institutions had to adapt to the new conditions of work, shopping, communing, and learning at a distance. While communications technologies (email, videoconferencing platforms, and so on) have long been available, and although the drumbeat of “online learning” has been heard in educational circles for years, most institutions were forced to go fully online before they had appropriate procedures in place, and then they had to master this new situation quickly (Adedoyin & Soykan, 2020). For schools, social distancing and concerns about transmission meant rapidly pivoting away from classroom models and toward modes of instruction or interaction that were exclusively online (Dhawan, 2020). Some, of course, had greater success than others. Jewish schools, synagogues, summer camps, and other settings experienced the same shifts in remote learning and social interaction. Jewish communal organizations figured out how to continue their work holding services, celebrating life-cycle events, and learning under these new conditions. But even if you can have a Torah study group meet online, it is qualitatively not the same as meeting in a living room or around a seminar table. Therefore, it is important to ask what or how such changes impacted Jewish education and what these circumstances can teach us about online Jewish learning more broadly.","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":"45521776","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":"Face to Interface: Instructional Strategies of an Online Talmud Class","authors":"Joshua S. Ladon","doi":"10.1080/15244113.2021.1977099","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977099","url":null,"abstract":"ABSTRACT As a result of the COVID-19 pandemic, many Jewish adult education programs transitioned from in-person learning to synchronous webcast classes. This move creates new questions about the practice of teaching Jewish texts in the new medium. The author describes a case of an online Talmud class and the instructional strategies used by the practitioner. In the new medium, she is restricted in her use of interpretive-relational pedagogies, such as havruta that she would employ in person. Findings describe the ways she navigates these new challenges, emphasizing a tangle of strategies and tactics.","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":"41632165","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":"Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown","authors":"R. Novick, S. Brooks, Jenny R Isaacs","doi":"10.1080/15244113.2021.1977098","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977098","url":null,"abstract":"ABSTRACT The COVID-19 forced shutdown of Jewish preschools (Spring, 2020) presented an unprecedented challenge for schools, preschoolers, and their families. During the preschool years, children are vulnerable to trauma, potentially affecting later adjustment. Relationships between school offerings, preschoolers’ school engagement and psychosocial outcomes were explored. Teacher immediacy behaviors were associated with preschoolers’ engagement in online learning but not with psychosocial outcomes. There were correlations between students’ willingness to engage and actual participation in online education and psychosocial adjustment. This study highlights the role that teachers and schools may play in keeping students connected and engaged in school during times of crisis.","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":"47326688","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":"Change and Challenge: Jewish Education in the Time of COVID-19","authors":"Sharon Avni, Michelle Lynn-Sachs","doi":"10.1080/15244113.2021.1995242","DOIUrl":"https://doi.org/10.1080/15244113.2021.1995242","url":null,"abstract":"As scholars, educators, and humans in the world, we have read, written, and heard all the buzz words related to COVID-19 and education: learning loss, zoom fatigue, pivot, digital divide, unprecedented, and the new normal. As guest co-editors, we initially had some concerns in late spring of 2020 when the idea for this special issue was conceived about what it could add to this ongoing discourse, as well as its timeliness, given the length of time it takes to produce and publish an issue like this. It is now late 2021, we are still in the midst of the COVID-19 crisis, and we realize that this issue is as timely as ever, capturing teaching and learning experiences from the first year of what is an ongoing global pandemic. At the same time, as optimists who believe that one day the COVID-19 pandemic will be something we speak about only in the past tense, we recognize that this issue will one day be an artifact of the collective educational crisis we all experienced. How will we look back at this moment and the changes it brought in 5, 10 or 20 years? We cannot make any predictions about what changes in education will be long lasting, but we are proud to be associated with the authors and the journal’s editorial team, as we sought to document change in action. This special issue of the Journal of Jewish Education is an opportunity to pause, go deeper, and see what was – and still is – happening inside Jewish educational settings as a result of the pandemic. These articles show that while schools and institutions faced tremendous challenges, purposeful teaching and meaningful learning continued despite the abrupt shift to the online context. The educators and learners who were subjects of the studies written about in this issue showed resilience and creativity, and so, too, did the authors of the articles, who produced excellent work, in record time, under trying circumstances. The articles in this issue present findings from different educational learning modalities (fully online and hybrid), different content (Israel studies, Bible, rabbinics), range of ages (from young children to adults), and contexts (day schools to supplementary settings, North American to international settings). Five of the articles in this issue were produced as part of the Online Jewish Education fellowship. Project Director, Ziva Hassenfeld, offers the following as background to the inception and results of this fellowship: JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 4, 265–269 https://doi.org/10.1080/15244113.2021.1995242","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":"45638008","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":"Beyond Borders: Glimpsing the Underlying Purposes of Day School Education in the Midst of a Pandemic","authors":"Alex Pomson, Nettie Aharon","doi":"10.1080/15244113.2021.1978353","DOIUrl":"https://doi.org/10.1080/15244113.2021.1978353","url":null,"abstract":"ABSTRACT This paper examines data gathered from Jewish day school students in North America, Europe and Argentina about their experiences of remote schooling during the first 4 months of the COVID-19 pandemic. Data report on student access to technology, student satisfaction with the remote-learning pedagogies their schools employed, students’ feelings about what they gained from this experience, and how Judaic studies and general studies compared when delivered remotely. The paper provides an opportunity to probe cultural and structural differences between day school education in different cultural contexts and especially the differences between more communitarian and more individualistic school orientations.","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":"45353441","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":"Book Review Essay","authors":"A. Lester","doi":"10.1080/15244113.2021.1978243","DOIUrl":"https://doi.org/10.1080/15244113.2021.1978243","url":null,"abstract":"Even before the COVID-19 pandemic, social and emotional learning (SEL) was in high demand. From multiple fields, including education, psychology, and economics, research has demonstrated SEL’s effectiveness for supporting students’ academic performance and long-term success. For decades, secular educators have been focused on SEL while Jewish educators’ interest has lagged. Now with a pandemic that has greatly affected the lives of children and family members across the US, both secular and Jewish educational institutions are searching for ways to support learners during and after this emotionally difficult time. SEL is being appreciated as a way of caring for students as well as a way of helping learners in their growth as individuals and as members of a community. A new book, Nurturing Students’ Character: Everyday Teaching Activities for Social-emotional Learning, by Kress and Elias (2020), offers a straightforward guide for teachers to support learners’ emotional, moral, and relational needs. It is rare to find a resource that is grounded in theory, integrates across the subdisciplines of education and developmental psychology, and provides excellent strategies for practitioners. Nurturing Students’ Character is not intended exclusively for a Jewish audience, and yet, it has much to teach Jewish educators. As a former special education teacher and inclusionbehavior specialist, and as a current researcher in Jewish educational studies, I was intrigued by the authors’ approach to SEL as a lens through which all learning ought to be viewed.","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":"44820909","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":"Dropping the Mic Online: How Educators End Class Well","authors":"Daniel Olson","doi":"10.1080/15244113.2021.1977095","DOIUrl":"https://doi.org/10.1080/15244113.2021.1977095","url":null,"abstract":"ABSTRACT In 2020, COVID-19 compelled Hillel to offer its Jewish Learning Fellowship (JLF) online. This paper examines how educators adapted one element of JLF’s pedagogy – the Mic Drop, or closing class – to online teaching. Class recordings and interviews with educators from four campuses were obtained. A flexible coding approach was applied, followed by analytic coding to determine the functions of Mic Drops. Codes were developed inductively (based on new adaptations of online teaching) and deductively (based on existing pedagogical frameworks). The paper describes four types of Mic Drops used and suggests ways to strengthen educator training for online teaching in Hillel and beyond.","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":"41872038","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":"Bits of Gold: Women’s Metaphors to Describe Havruta Study","authors":"Esty Teomim-Ben Menachem, Zohar Livnat","doi":"10.1080/15244113.2021.1951146","DOIUrl":"https://doi.org/10.1080/15244113.2021.1951146","url":null,"abstract":"ABSTRACT This study focuses on the metaphors used by modern Orthodox Israeli women aged 18-30 who studied in seminars in Israel where havruta learning is practiced to refer to their learning experience. It is assumed that these metaphors reflect the students’ unmediated perception of havruta and highlight the significance of interpersonal relationships, sensitivity and accountability to the partner, the value of seeing a text from different viewpoints, and validation of one’s experience. Moreover, the metaphors emphasize the interaction between the learners and the text and the learners’ desire to be part of the dialogic interpretation process presented in the Talmudic text itself.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49282631","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":"Coverage and Comprehension: Rabbinical Students and the Study of the Babylonian Talmud","authors":"Jane L. Kanarek","doi":"10.1080/15244113.2021.1959273","DOIUrl":"https://doi.org/10.1080/15244113.2021.1959273","url":null,"abstract":"ABSTRACT Although Talmud study is central to rabbinical school curriculums, rabbinical students’ experiences with Talmud study remain understudied. This article draws on interviews with students from five seminaries to argue that students describe Talmud study as a process of acquiring both knowledge and authenticity. These two goals intersect with a particular tension: a desire to cover large amounts of Talmudic material quickly and a desire to study smaller amounts more slowly. Rather than viewing the latter two as a binary, Talmud teachers should recognize the complex ways in which coverage and comprehension interact with one another, cultivating student and teacher metacognition.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49631174","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}