Journal of Jewish Education最新文献

{"title":"Jonathan Boyarin, Yeshiva Days: Learning in the Lower East Side","authors":"rafa kern","doi":"10.1080/15244113.2021.1951088","DOIUrl":"https://doi.org/10.1080/15244113.2021.1951088","url":null,"abstract":"","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":"44020289","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":"Thinking about Learning","authors":"Ari Y. Kelman","doi":"10.1080/15244113.2021.1964057","DOIUrl":"https://doi.org/10.1080/15244113.2021.1964057","url":null,"abstract":"I write this during the summer of 2021. The global pandemic that has kept most of us in our homes and out of our workplaces, synagogues, and just about anywhere else where you might expect to find community and camaraderie, has begun to ease, and at times, it feels like there might even exist a different “normal” that is just around the corner. Many of us can breathe easier owing to the availability of vaccines, though even for many vaccinated people, eating in restaurants, teaching in classrooms, and getting on airplanes still seem like either a distant memory or a dream of some distant future. Over the past 18 months, the question I have been asked more than any other has been about the experience of teaching online. Perhaps people are genuinely curious, and perhaps they are just making conversation, but the overwhelming sense is that, however learning online might differ from or resemble learning in face-to-face settings, it is qualitatively different, even if we cannot yet articulate just how those differences matter or manifest. I can say that my teaching has bent around the demands of the video-mediated classroom environments, as it has had to become more rigidly planned and structured to suit the demands of fatigue, pacing, and breakout rooms. The upshot is that many people in and around education, at nearly all levels, are thinking about their shared enterprise in new and different ways. The three articles in this issue of the Journal of Jewish Education, though not focused on COVID-19, or online learning explicitly are wonderful examples of what we can learn by attending to the ways in which people think about learning. Thinking about learning, or what psychologists and learning scientists call “metacognition” is nothing new. But these three articles offer a fresh array of approaches to understanding not just the importance of metacognition in reinforcing or enhancing learning but its place in making learning possible across a variety of settings. In “Coverage and Comprehension: Rabbinical Students and the Study of the Babylonian Talmud,” Jane Kanarek presents data from interviews with rabbinical students about their experience learning Talmud. Kanarek hypothesized that an important dimension of their studies would be the speed at which they covered material from the Bavli, and that “fast” and “slow” would become significant variables in students’ perception of their own learning. She found that they spoke about speed, but not in the ways that she expected. Instead, they expressed their desire and ability to learn both JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 3, 189–191 https://doi.org/10.1080/15244113.2021.1964057","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":"49324232","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":"Meaningful Zoom Israel Education?: A 2020 Coronavirus Case Study on Emotionally Engaging Israel Learning","authors":"M. Reingold","doi":"10.1080/15244113.2021.1928571","DOIUrl":"https://doi.org/10.1080/15244113.2021.1928571","url":null,"abstract":"ABSTRACT A Jewish high school adopted different models of online Zoom learning for the 2020-2021 schoolyear; research was conducted in two Israel studies classes that taught the same content, but one class was fully online and the other was a blended learning environment. The purpose of the study was to understand whether meaningful learning can be conducted online. The qualitative results showed that meaningful learning happened in both cohorts. The significance of the findings are relevant to educators in many disciplines as they show that despite a change in learning site, effective and meaningful education is attainable in online learning settings.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45147938","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":"The View Along the Way: A Longitudinal Study of Jewish Lives","authors":"Helena Miller, Alex Pomson","doi":"10.1080/15244113.2020.1854062","DOIUrl":"https://doi.org/10.1080/15244113.2020.1854062","url":null,"abstract":"ABSTRACT In 2011 we started following a cohort of 1,000 Jewish 11-year-olds as they entered Jewish and non-Jewish secondary schools in Britain. We were interested in finding out about their Jewish behaviors, attitudes and identity, milestones, and significant events. What follows in this article is an analysis of six family stories, which show how we have been charting change over time in three ways—through themes that develop within a single family over time, themes that develop across the sample of six families over time, and themes that resonate with all six families at one moment in time.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489980","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":"Educational Choices for My Own Children: The Bar/Bat Mitzvah Class of 5755","authors":"A. Keysar, J. Kress","doi":"10.1080/15244113.2021.1926376","DOIUrl":"https://doi.org/10.1080/15244113.2021.1926376","url":null,"abstract":"ABSTRACT In this paper, we present data from the most recent wave of theLongitudinal Study of Young Jews Raised in Conservative Synagogues. Participants were part of the b'nai mitzvah class of 1994–1995 (or, the year 5755 in the Hebrew calendar) and members of Conservative synagogues in the US and Canada. Approximately 400 panel members took part in this follow-up. We explore the degree to which adolescents’ educational experiences carry weight into adulthood, specifically as parents making educational choices for their own children, with particular interest in the role of gender. Results show that respondents attribute a variety of lasting effects to their past Jewish education, particularly those receiving formal education. Correlations were stronger for females than for males. One’s past affective appraisal of one’s Jewish education appears to be associated as well, as does marital status (interfaith or not). Results are discussed in terms of the social-affective goals of Jewish education and parental decision-making.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15244113.2021.1926376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44475995","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":"Hebrew Infusion: Language and Community at American Jewish Summer Camps","authors":"Laura Novak Winer","doi":"10.1080/15244113.2021.1904701","DOIUrl":"https://doi.org/10.1080/15244113.2021.1904701","url":null,"abstract":"The words and melody of the song still come through strong and clear in the radio of my mind. B’nai Re’im anachnu yadua l’kulam . . . (“We are B’nai Re’im; everyone knows it . . .”) I didn’t know what these words meant, and I have no memory of being taught their meaning. As a Kibbutz camper at Camp Swig in the 1980s, it was a sign of true belonging that I could sing the words loud and clear. I wore that accomplishment with pride. It was only later, as my Hebrew fluency improved, that I was able to piece together the meanings of the words to the song. Hebrew Infusion: Language and Community at American Jewish Summer Camps by Sarah Bunin Benor, Jonathan Krasner, and Sharon Avni uses stories much like my own, as well as historical, ethnographic, and sociolinguistic methods to examine the ideologies and pedagogies of Hebrew education in the American Jewish summer camp setting. They uncover and analyze two models of integrating Hebrew into these primarily Englishspeaking environments: infusion and immersion. The authors define Hebrew infusion as a “socialization process” in which the goal is for campers to develop “feelings of connection” to Judaism and to being Jewish “through the use of Hebrew . . . as the emblematic language of the Jews and Judaism” (p. 3). The goal of Hebrew immersion, on the other hand, is for the campers to develop fluency and competency. In contrast to other recent books about Jewish summer camps, which provide an analysis of the environmental landscape of the American Jewish camp system (Sales & Saxe, 2004) or are studies of specific camps in particular (Cohen & Kress, 2010; Lorge & Zola, 2006; Rothenberg, 2016), Hebrew Infusion offers a distinctive and focused study of one aspect of Jewish summer camping. In this way, Hebrew Infusion is similar to, yet more extensive than, Reimer’s recent research on Shabbat-at-camp (Reimer, 2018). This approach provides the reader with a deep understanding of the purposes, goals, and pedagogies of Hebrew education in the camp setting and offers readers opportunities to extrapolate the findings to consider how they may apply to other Jewish educational settings. The first section of Hebrew Infusion presents historical case studies of models of Hebrew infusion and immersion in early American Jewish summer camps. Cases were developed by examining archival documents, photographs, and artifacts and via interviews of individuals who worked at or attended these camps. Early Reform movement camps—particularly the Union Institute in Oconomowoc, Wisconsin, and Camp Saratoga in Saratoga, California—offer cases of Hebrew infusion. These camps incorporated Hebrew words and phrases, songs, prayers, signs, and place names into the camp culture to cultivate “identification and belonging . . . connecting campers with their heritage, the state of Israel, and the camp community” (p. 49).","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15244113.2021.1904701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47455639","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":"“It Makes Me Feel Many Different Things”: A Child’s Relationships to Israel over Time","authors":"Sivan Zakai","doi":"10.1080/15244113.2021.1926375","DOIUrl":"https://doi.org/10.1080/15244113.2021.1926375","url":null,"abstract":"ABSTRACT This article offers a detailed study of one child’s relationships to Israel from kindergarten (2012–2013 academic year) through 7th grade (2019–2020 academic year). By tracing Avigail over the course of eight years, I argue that children do not develop “a relationship” with Israel but rather many different relationships over time. Using a combination of qualitative methods including semi-structured interviews, image and music elicitation, storytelling exercises, and parental communications, this case study uses one child’s many different conceptions of and relationships to Israel over the course of her childhood and adolescence to shed light on key questions in Israel education.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48133427","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":"Ask and Ask Again: Longitudinal Research in Jewish Education","authors":"Jeffrey S. Kress, Sivan Zakai","doi":"10.1080/15244113.2021.1925829","DOIUrl":"https://doi.org/10.1080/15244113.2021.1925829","url":null,"abstract":"Education is by nature a process of change and growth. “Learning” implies movement from one status to another, from “before knowing” to “now knowing.” Longitudinal research, which involves the study of the same participants at multiple points in time, thus seems very well suited to the goals of research in education and allied fields. While longitudinal studies can be purely descriptive, there is often the assumption that observed change (or stasis) can be attributed to some factor internal or external to the participants. Though it is simple enough to grasp the basic idea of longitudinal research (which we might summarize as “ask and ask again”), there are complexities in sketching the contours of the approach. For example, how many data points are needed for a longitudinal study? While “two” would be an obvious answer that is accepted in the field, there are those that argue that three or more points are needed in order to ascertain growth trajectories and overcome potential measurement error (Ployhart & Vandenberg, 2010; Wang et al., 2017). What of the interval of data collection and the timespan of the study? Terman’s controversial Study of the Gifted began (as the Genetic Study of Genius) in 1921 and remaining participants were still being followed into the twenty-first century. University of Michigan’s Panel Study of Income Dynamics, which started in 1968, claims to be the “longest running longitudinal household survey in the world” (https://psidonline.isr.umich.edu/). Looking at the other side of the timespan raises some interesting issues about the nature of the approach. One might imagine a candidate for “world’s shortest longitudinal study” to go something like this:","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59880397","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":"What Can Jewish Scholarship Contribute to Jewish Teaching?: The Case of the Rabbinic Tale","authors":"Barry W. Holtz","doi":"10.1080/15244113.2021.1870839","DOIUrl":"https://doi.org/10.1080/15244113.2021.1870839","url":null,"abstract":"ABSTRACT What does it mean for teachers to “know their subject matter” and what are—or might be—the sources of teachers’ knowledge? The article contends that there is an underutilized potential resource for Jewish teachers that Judaica scholarship about classic texts may offer to pedagogy. The article examines, as a model, the Rabbinic tale—stories found in Rabbinic literature about the Rabbis themselves—homing in on the ways that this literature is viewed by scholars today. It then explores the pedagogic implications of this scholarship and suggests both the advantages and complexities in using Judaica scholarship in this fashion.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15244113.2021.1870839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46700669","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":"Building Bridges","authors":"Ari Y. Kelman","doi":"10.1080/15244113.2021.1877949","DOIUrl":"https://doi.org/10.1080/15244113.2021.1877949","url":null,"abstract":"Hello. As the new editor of the Journal of Jewish Education, it is my honor and pleasure to offer this brief introduction to this issue. First, though, I want to extend my profound gratitude to our previous editor, Dr. Helena Miller, who served as the senior editor of the Journal for the past 6 years. Dr. Miller cultivated new authors, sustained the journal’s commitment to high-quality research in the field, worked tirelessly to include voices that represent the global dimension of our scholarly community, and expanded the range of research areas through a series of special issues. The field is richer, broader, and better because of her efforts, and I share with both researchers and practitioners a deep appreciation for Dr. Miller’s contributions to and enthusiasm for our shared work. Transitions are always an occasion to look both back and forward, so indulge me for a moment to look even further back than Dr. Miller’s time at the helm. This journal made its debut in 1929, under the editorial leadership of Alexander Dushkin, who formulated two intentions for this new undertaking. First, the journal was to become an organ for the professionalization and modernization of Jewish education. As a “record of Jewish educational experience and opinion, and a review of existing activities and trends,” the journal would foster the growth of a “scientific, professional attitude” in the field. Second, the journal was to provide “current literature on Jewish education to which teachers, rabbis, and laymen (sic.) can turn for information and guidance” (Page 2). The journal launched with the explicit intention to provide “information as well as inspiration” by both building up the field from within and expanding its reach. Now, 102 years later, the journal has succeeded, largely, in becoming the primary organ for the publication and circulation of new research in the field. Theories and methods have undergone multiple changes over the decades, as has our definition of the field of Jewish education, which, when the journal began, focused largely on what we would now call “supplementary schools.” Our field is far more diverse, far broader, and far better established than it was in Dushkin’s day. On that measure, the journal has certainly succeeded. The other measure, however, remains a work in progress. Researchers still complain about being ignored by practitioners, and practitioners often critique researchers for not providing them with knowledge they can readily apply in their daily work in schools, camps, adult learning groups, and elsewhere. Dushkin and the early leaders of the journal understood these two aims to be inseparable. The enterprise of Jewish education, as they understood it, JOURNAL OF JEWISH EDUCATION 2021, VOL. 87, NO. 1, 1–3 https://doi.org/10.1080/15244113.2021.1877949","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15244113.2021.1877949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41766554","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}