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1.
True Integration 总被引：1，自引：0，他引：1
Joseph Lookstein 《Journal of Jewish Education》2013,79(4):37-38
The current educational policies of limiting and constricting the curricular goals of the afternoon Jewish school are detrimental to this form of Jewish education. The afternoon Jewish school is the link between the Jewish child and the Jewish cultural heritage. Our task as educators is to provide a realistic curriculum that is both teachable and testable. Yet, the greater task is to provide our students with a total vision of the Jewish cultural experience. This demands a study of Bible, history, synagogue and prayer skills, Jewish social studies, holidays and Jewish practices and an insight into Jewish philosophical concepts. The afternoon Jewish school cannot become a Bar Mitzvah factory, nor a place where the rote skills of synagogue life are taught. Rather, it must be a setting where the young Jew can learn about the vast cultural and religious heritage of his people. This is often a difficult task but the various Jewish curricular institutes must provide the Jewish school community with educational materials that can meet the needs of teachers as well as students. 相似文献
2.
KNOWLEDGE THAT DOESN'T JUST SIT THERE: CONSIDERING A RECONCEPTION OF THE CURRICULUM INTEGRATION OF JEWISH AND GENERAL STUDIES 总被引：2，自引：1，他引：1
Alex D.M. Pomson 《Religious education (Chicago, Ill.)》2013,108(4):528-545
Since the onset of modernity, Jewish all-day schools have widely aspired to the curriculum integration of Jewish and general studies. This article surveys some of the most significant reasons why this ideal has largely remained unrealized. It argues that schools committed to an integrative ideal might benefit from reconceiving of integration in a manner which involves grounding it within constructivist/cognitivist assumptions about teaching and learning. A working model is offered for what the integration of Jewish and general studies might look like when conceived in this way. The article draws evidence from the curriculum of a recently established Jewish day school in Britain, suggesting that the instances displayed by this case, while constituting a weak form of integration, strongly embody a fertile notion of how students might be initiated into making sense of their world in an integrated fashion. 相似文献
3.
Michal Muszkat-Barkan 《Journal of Jewish Education》2015,81(3):260-284
The aim of this qualitative study is to describe teachers’ perceptions and roles in prayer education in TALI day schools in Israel, using in-depth oral Interviews, written questionnaires and written materials of the schools’ network. Two educational ideologies were identified: Belonging to the Jewish collective and Personal-spiritual ideology. While participants perceive the aim of Jewish education as enhancing students’ belonging to the Jewish collective, prayer education introduces a personal-spiritual aspect that was not typically a part of teachers’ discourse on Jewish education. 相似文献
4.
Eli Kohn 《British Journal of Religious Education》2012,34(3):299-316
This paper describes the process of designing a curriculum model for Bible teaching in UK Jewish secondary schools. This model was designed over the period 2008–2010 by a team of curriculum specialists from the Jewish Curriculum Partnership UK in collaboration with a group of teachers from Jewish secondary schools. The paper first outlines the context of UK Jewish secondary schools and then the curriculum context in which this specific model was designed. It then details the model itself and concludes with a discussion of the implementation of the model and associated challenges. 相似文献
5.
本文旨在探讨香港新高中通识教育科的校本课程由谁来决定。本研究在2010年的暑假进行,透过半结构性的访谈以探索不同中学发展通识课程所采取的策略。研究者发现校长在通识科的课程决策上占主导地位,通识科主任才是正真的课程领导,而科任教师多扮演追随者的角色。 相似文献
6.
中小学研学旅行作为研究性学习与旅行体验相结合的校外活动课程,在课程实施过程中容易产生“只旅不学”或“只学不旅”的问题,构建研学旅行课程实施评价指标是解决这一问题的突破口。为此,以课程要素分析为理论框架,根据我国中小学研学旅行政策文本,从准备要素、设计要素、过程要素、结果要素和反馈要素五个维度构建中小学研学旅行课程实施评价体系,为研学旅行课程设计、实施、评价提供理论和实践参考。 相似文献
7.
Nadeem Memon 《British Journal of Religious Education》2011,33(3):285-298
In the 70 year history of Islamic schools in North America, there is yet to be an accredited teacher education programme to train and professionally equip Islamic school teachers with an understanding of an Islamic pedagogy. Arguably, there has been an imbalance of energy placed on curriculum development projects over the considerations of teacher training. From my experience working as a teacher trainer/education consultant for Islamic schools for the past 10 years, it is evident that the underlying assumption for many school administrators is that a State/Ministry certified teacher who is Muslim will know how to teach ‘Islamically’. The aims of this paper are to first establish some semblance of what it means to teach Islamically or, more accurately, to teach through an Islamic pedagogy. From this framework, the crux of the paper is to present findings from a series of focus groups with Islamic school educators about their teacher training needs. The findings of this study establish the need for a formal teacher education programme in Islamic pedagogy within an established faculty of education. Such a programme would achieve three major ends in cultivating the stewardship of Islamic schools in North America: 1. Define and establish Islamic education as a valid and relevant pedagogical model that can contribute to the broader discourse of alternative, faith-based education; 2. Standardise the pedagogy and curriculum of Islamic schools based on the principles of education in Islam and to make both contextually relevant; 3. Contribute to raising the standards of Islamic schools through a teacher education programme at credible faculties of education where ongoing research and development will also be supported. 相似文献
8.
Non-government education is often a highly emotive and frequently irrational area of educational debate, especially when it centres on the degree of government funding and support. Frequently people take fortified positions, being either for or against it, often on political grounds and often without taking into account the cultural contexts and complexities involved. The purpose of this article is to look beyond these confines. It is based on a research project focusing on ‘whole’ curriculum policy at the individual school level in non-government schools in a variety of English-speaking countries in the developed world. The article is in three parts. The first part outlines the conceptual framework employed to guide our research project on curriculum policy. The second part presents a case-study of Chinese High School (CHS) in Singapore. This is an exemplar of the type of case-study of curriculum policy in non-government schools being undertaken as part of our research. Also, it is an interesting case in its own right; while the school has developed a global orientation to its curriculum policy and has incorporated ‘the global’ into ‘the local’ extremely rapidly, this curriculum transition has not been without its tensions and costs. The third part of the article offers a discussion of the ‘bigger picture’ implications of the findings. 相似文献
9.
Shalva Tabatadze 《Diaspora, Indigenous, and Minority Education》2017,11(1):17-30
This article explores the issue of minority education in the nation of Georgia, and this research aims to identify the reasons for minority educational problems. The results of school exit exams, literacy research studies, and the 2009 Program for International Student Assessment were used to highlight the differences in educational achievements of minority and majority students. Content analysis and empirical analysis of focus group discussions form the methodological basis for this study. The research identifies two important factors that influence the quality of general education in minority schools: (a) national curriculum and school textbooks and (b) teacher certification and professional development. Based on these results, the article provides suggestions for the improvement of teacher qualification, school curriculum, and textbooks for non-Georgian schools in Georgia. The author will argue that without fundamental, long-term, and sophisticated national curriculum and textbooks, as well as professional development reforms for teachers, integration of society will remain a problem in Georgia. 相似文献
10.
Brahm Norwich Darren Moore Lauren Stentiford Dave Hall 《British Educational Research Journal》2022,48(4):803-820
This paper examines ideas about mental health, wellbeing and school education to illustrate important issues in the relationship between mental health and education. The Covid crisis has amplified the pre-existing mental health problems of children and young people in England and recognition of the opportunities in schools to address these. The paper gives an overview of child and adolescent mental health services and how they position the role of schools. It examines prominent concepts of mental health and their relationship to wellbeing, setting this in a discussion of ‘mentally healthy’ schools, mental health in special educational needs and whole-school approaches. This analysis shows how the relationship between mental health and wellbeing has not been adequately worked out, using this as the basis for arguing for the dual-factor mental health model which separates mental illness/disorder from wellbeing as two related dimensions. The paper then translates the dual-factor model into a two-dimensional framework that represents the distinctive but related aims of school education (wellbeing promotion) and mental health services (preventing, coping, helping mental health difficulties). This framework involves a complex conception of wellbeing, with schools playing an important role in promoting wellbeing (beyond emotional wellbeing), tiered models and establishing school-wide social emotional learning. It is about a whole-school curriculum approach that involves considering what is to be learned and how it is taught. It contributes to a more nuanced concept of wellbeing that has a place for meaningful learning and challenge. 相似文献
11.
《Journal of Education for Students Placed at Risk》2013,18(3):237-263
A conceptual framework based on prior research was used to study unusually successful compensatory programs in 4 schools (3 elementary schools and 1 middle school). The framework included 4 interrelated constructs: program effectiveness standards, school culture, curriculum, and teaching. Site visits were made to each of the 4 schools. During these visits, written documents were examined, interviews were conducted, and classroom observations were made. All 4 schools were characterized by clear purpose and high performance standards (program effectiveness standards); shared leadership, strong community support, and talented, hardworking teachers (school climate); opportunity to learn and curriculum integration (curriculum); and concern for students and nonacceptance of failure (teaching). Analyzing the data in terms of the framework enabled the researchers to describe the complex nature of success as well as the interplay among the constructs in producing it. It also allowed them to move beneath the surface differences among schools to the deeper level of similarities. 相似文献
12.
Jane Hunter 《Technology, Pedagogy and Education》2017,26(5):559-571
Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology. 相似文献
13.
Christine Mueller 《British Journal of Religious Education》2005,27(3):239-251
The following contribution deals with the conception of Jewish schools in Germany. With regard to the British debate about state funding for religious schools, current developments in the Jewish educational system in Germany will be presented. After this, the constitutional framework for the establishment of denominational schools in Germany will be analysed. The second and major part of the article deals, as a case study, with the Jewish High School in Berlin, which is the only Jewish secondary school in contemporary Germany. In an empirical qualitative approach, the desires and expectations of the pupils in their religious education take centre stage. Before moving to the empirical study, an overview of the history of the Jewish High School, its re‐establishment in 1993 and a profile of the pupils and the school will be provided, in order to understand the special character of this school. The conclusion in the last part raises the question of new directions emerging from a Jewish school which has pupils who are heterogeneous culturally, religiously and socially and which does not react with a strategy of cultural preservation, but with a policy of inter‐religious dialogue. 相似文献
14.
Glenda Margaret Walsh Carol McGuinness Liz Sproule Karen Trew 《Early Years: An International Journal of Research and Development》2010,30(1):53-66
In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum. 相似文献
15.
ABSTRACTResearch into school choice has generally explored both the processes by which choices are made and the considerations that parents explore when making this important decision on behalf of their children. This article examines the secondary school choices of Jewish parents in the United Kingdom. It explores parents’ reasons for choosing to select Jewish faith secondary schools. We frame our arguments against the backdrop of the wider faith-school phenomenon in the UK, and as with the Christian communities, we find a disconnect between the small number of Jewish adults attending places of worship regularly and the growing number of Jewish children attending Jewish faith schools. We show that for many parents, schooling is synonymous with Jewish socialization, or enculturation; developing networks of Jewish friends, providing sufficient cultural resources to enable participation in Jewish life, and nurturing distinctive values. We show how Jewish schools have become more than places for academic advancement for these families; they have become the primary locus of Jewish community. 相似文献
16.
Carol Hurni 《Pastoral Care in Education》2001,19(1):3-8
The social curriculum is taught implicitly in many schools and, whilst the new 'citizenship education' attempts to structure this 'hidden curriculum', secondary school break times seem to be providing pupils with opportunities to learn social and citizenship skills. The writer suggests that break times, especially in secondary schools, are an unused resource for developing values inherent in citizenship education. Currently there is little research which includes an investigation into the secondary school break time and which aims to understand the social value of break times. This paper reports such an investigation and suggests that break time is a potential location for the development of skills relating to citizenship. 相似文献
17.
Niall MacKinnon 《Educational Assessment, Evaluation and Accountability》2011,23(1):89-106
This paper presents observations on the nature of school audit methods in light of the implementation of Scotland’s incoming
Curriculum for Excellence and the major normative, technological, and cultural changes affecting schools. It points to a mismatch
between the concepts and structures of the incoming curriculum and that of the universalistic yet atheoretical grading schemas
used in Scottish school inspections. The analysis demonstrates how school inspection with its basis in specifications and
fixed measures conflicts with the formative agenda of the incoming curriculum, causing a barrier to its creative realisation
in schools. An alternative framework of school developmental engagement is presented via interpretative processes, theoretically
grounded purposes and systems thinking. 相似文献
18.
19.
George Pollak 《Journal of Jewish Education》2013,79(4):5-48
The supplementary school has been the mainstay of the American Jewish educational system for almost a full century. It continues to this day as the primary schooling instrument for the majority of Jewish children in America. The relative success of the supplementary school system through the decades can be discussed and debated. Today, however, it is generally conceded that in the last quarter of a century the effectiveness of the supplementary school and its ability to fulfill its goal of preparing children for adult Jewish life has been severely limited. The reality and the perception of inadequacy is manifest in drop-outs before high school, transfers to day schools, and the disenchantment that comes from the realization that most students are left without the critical mass of Jewish knowledge necessary to sustain them through adulthood. 相似文献
20.
全科型小学教师是指能够承担小学教育所有学科教学工作的教师."全科型小学教师培养研究"是对初中毕业生进行五年一贯制教育使之成为合格的全科型小学教师的一项全新探索,其核心问题之一是如何科学合理地构建相应的课程体系.围绕着这一问题,我们从培养目标与培养规格、课程设置的基本原则、课程体系的构建以及课程实施的基本途径和方法等四个方面进行了分析和阐述. 相似文献