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1.
Contrasting explanations of Jewish survival form the backdrop to this article. For Jonathan Sacks (1994 Sacks, J. 1994. Will We Have Jewish Grandchildren?, Ilford: Vallentine Mitchell.  [Google Scholar]) the crucial factor has been the role played by Jewish education; indeed, he claims that the demographic threat currently facing Anglo‐Jewry is largely the result of the community having neglected the Jewish education of its children over the past 200 years. He advocates reinstating this communal responsibility as the sovereign Jewish value in order to deal with the threat. In my view, the influence that Sacks attributes to education and particularly to Jewish schools is overstated. It stems from a misreading of modern Anglo‐Jewish history and from a failure to take fully into account the ways in which Jewish schools impact on their pupils’ ethnic and religious identity. These considerations apart, I contend that prioritising education will not necessarily strengthen the commitment to Jewish continuity that is the sine qua non of survival.  相似文献   

2.
This comparative study examines the impact of the conflicting higher education traditions of Germany, Great Britain and the United States on the Hebrew University of Jerusalem in particular, and higher education in Israel in general.The basic differences of these traditions concerning the aims of higher education - research, instruction and service - and their effects on higher education in Israel are evident in major decisions made by the Hebrew University at three critical stages in its development: (1) its initial organization into research institutes rather than into teaching faculties or departments (1925); (2) its decision to undertake teacher training and the inclusion of education as a scientific discipline (1935); (3) The Reform - introduction of undergraduate studies and the adoption of the three level degree structure (1950). These decisions were influenced simultaneously by the changing needs of the growing Jewish community in Palestine and by major events that affected the course of the Zionist movement.This study has shown that higher education in Israel was shaped in its initial stages of development by the elitist European (especially German) tradition. Gradually, however, the American populistic tradition became the dominant influence, broadening the curriculum and the function of the university to meet the scientific developments as well as the needs of the individual and the society in a newly born country.  相似文献   

3.

While a great deal of research has been done on identity development around awareness of racism and heterosexism, little has been conducted on understanding how Jews come to make sense of the impact of anti-Semitism (anti-Jewish oppression) on their lives. This article, based on my qualitative dissertation (MacDonald-Dennis, 2005 MacDonald-Dennis, C. 2005. “Competing narratives: The interplay between racial and ethno-religious identity among Ashkenazi Jewish undergraduate anti-racist peer educators”. Unpublished doctoral dissertation University of Massachusetts Amherst.  [Google Scholar]) that explores the unique racial, ethnic, and ethnoreligious positionality of Jewish undergraduates, examines the developmental processes that Jewish undergraduates go through as they begin to understand and, hopefully, overcome anti-Semitism. I discuss the Jewish ethno-religious target development model that arose from the results of the study. Implications for social justice education are offered.  相似文献   

4.
In the last issue of the Journal (volume 75, number 4), we read about our esteemed colleague Israel Scheffler's love affair with Hebrew. In this issue, we continue the conversation about Hebrew as part of a series of articles by distinguished senior colleagues who bring the wisdom earned by a lifelong career in Jewish education.

Many of us share Scheffler's love affair with Hebrew, and we are anguished by the challenges facing the American Jewish community with regard to the teaching and learning of Hebrew language. Whenever educators sit together, no matter the setting, they discuss: What are the best ways to teach Hebrew? What are ambitious, but reasonable goals for Hebrew language learning in pre-schools, day schools and after school programs? What constitutes literacy in each of these settings?

In this article, Lifsa Schachter, professor emeritus of education at the Segal College, shares some of her ideas on a range of questions such as these. Her ideas emanate from the research literature on second language acquisition, as well as from her own experiences and experiments designed to make a difference in the domain of Hebrew language learning. Lee Shulman (Shulman, 1987 Shulman, L. 1987. Knowledge and teaching: Foundations of the new reform. Harvard Education Review, Spring, : 1–20.  [Google Scholar]) asserts the validity of using the “wisdom of practice” in addressing educational challenges such as this one. Hebrew language teaching is an instance where experienced practitioners hold much knowledge. Yet, little of their knowledge has been committed to writing.

We're delighted to share this article with you and hope that it encourages others to write about grappling with the challenges of Hebrew language learning in our schools. We encourage our senior colleagues in particular to share their wisdom about this and other issues that can make Jewish education vital and vibrant for the Jewish people in the twenty-first century.  相似文献   

5.
This article documents the Journal of Jewish Education’s acquisition by the Network for Research in Jewish Education, in 2004, and evaluates the contribution of the re-launched Journal to the field of Jewish education. I explore how the Journal contributed over the past decade in three discrete yet often overlapping areas, thereby realizing its editors’ vision. First, the Journal of Jewish Education became the venue for conversations between researchers, practitioners and funders about the direction of Jewish education research and policy; second, it became an outlet for the sharing of research and other Jewish education scholarship; and third, it became a venue where scholars introduced research and theoretical constructs from the field of general education and sought to demonstrate their relevance to Jewish education. Finally, I suggest some reasons why the editors had less success in realizing a fourth goal for the Journal; that is, making it a forum for new ideas and the charting of new directions in research and practice.  相似文献   

6.
In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers’ aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to “transmit” knowledge through “evocation”, with the students involved in active learning; while others focus more on students’ “acquisition” of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth.  相似文献   

7.
Following the National Commission on Excellence Report, A Nation at Risk, a number of additional reports were issued calling for major changes in American public education. Because advocates for poor and minority groups saw a class bias in the recommendations of these reports, there quickly followed a subset of reports arguing that the disadvantaged should not be overlooked in the education reform movement. Not surprisingly, these reports have received less attention than the mainstream ones. This article reviews recent urban education reform reports and legislation, paralleling them to determine whether the reformers have been able to influence policy and whether the reforms they advocate would be likely to benefit the disadvantaged.  相似文献   

8.
A three‐way comparison of teacher‐college entrants’ and graduating students’ views in Israel (both Jews and Arabs) and their counterparts on the West Bank was undertaken in order to diagnose subjects’ image of science and of science teaching. The questionnaire used permitted the gathering of subjects’ normative views as well as the application of these views in actual classroom science‐lesson planning. It was found that college entrants’ views of the Jewish subjects differed sharply from those of both Arab samples in all areas tested. While there was no difference between Israeli Arabs and their counterparts on the West Bank on matters concerning in‐school and in‐classroom affairs, the Israeli Arab subjects’ views about science and science‐teaching were midway between those of the Jewish subjects and the West Bank subjects. As to the graduating subjects’ normative opinions, no significant difference was found between Jewish and Arab Israeli subjects, with both these samples differing significantly from their West Bank counterparts. An identical situation for both the entrants and the graduating students pertained to actual lesson‐planning. The findings were interpreted to mean that:

  • Arab science education in Israeli schools is at present in a transition period, tending to move away from traditional and towards ‘Western’ approaches.

  • Three years of college education had been instrumental in eliminating the previously existing discrepancies between prospective science teachers in the Jewish and Arab sectors of Israel, and to widen the gulf between Israeli Arabs’ and West Bankers’ normative stances as to ‘what science teaching is supposed to be’.

  相似文献   

9.
The Effective Teaching and Assessment Programme (ETAP) was commissioned and funded by the Higher Education Funding Councils for England, Scotland and Wales and ran during the academic year 1993–4. Its aim was to identify and disseminate best practice in specific subject areas, student support and resource based learning. ETAP supported five projects, each undertaken by a consortium of British higher education institutions. This paper reports an evaluation of the programme based on interviews with leaders of the individual projects, along with a questionnaire survey of potential users of the products of the programme. A framework is offered for interpreting the results of the evaluation. Six different meanings of the word dissemination are identified, corresponding to the different degrees to which users actively engage with the materials produced. These distinctions are applied to the data collected and the findings are summarised in terms of the key notions of awareness of what is available, the attitude of teaching staff towards centrally-produced materials, and the accessibility of those materials. The implications of these three concepts are discussed in relation to the technical, organisational and presentational issues which promote or hinder the effectiveness of the dissemination. A number of policy recommendations for Funding Councils and institutions are outlined.  相似文献   

10.
This article discusses the research we have and the research we need in both general and Jewish teacher education. First, I discuss three recent efforts to synthesize and assess existing research in teacher education and to identify needed research. Next I review a handful of recent studies in Jewish teacher education which illustrate various research genres and provide a taste of what more coordinated studies could generate in the way of usable knowledge. I conclude by proposing three programs of research on the education of Jewish educators.  相似文献   

11.
The paper examines whether college application behavior assists members of privileged social groups to preserve their advantages in diversified higher education systems. The study is based on a survey conducted in Israel in 1999 on a sample of 4,061 freshmen in the research universities and the academic colleges, which are often perceived as the second tier of higher education. The findings show that strategic application behavior helps less able children of academic parents to achieve the summit of higher education: studying lucrative fields of study at the research universities. Mizrachim, the disadvantaged Jewish ethnic group, are strategic when applying for lucrative fields of study, but it does not affect their actual enrollment. Strategic application behavior helps Arabs, the most disadvantaged group in Israel, increase their odds of achieving the “worst” option, studying non-lucrative fields in colleges. Talented women successfully practice strategic behavior when applying for lucrative fields of study. The effects of strategic application behavior are, thus, mixed. It helps in preserving socio-economic and ethnic inequalities, but also helps in reducing gender inequality among talented students.
Hanna AyalonEmail:
  相似文献   

12.
This study sets out to examine empirically the cross-cultural validity of the test bias contention as applied to scholastic aptitude testing in the Israeli scene. The analyses were based on the test scores of 1017 Arab and 1778 Jewish student applicants to a major Israeli campus, who were administered standardized scholastic aptitude tests as part of routine precollege admissions procedures. The psychometric properties of four subtests appearing on both the Arabic and Hebrew versions of the University admissions aptitude test battery were compared for Jewish and Arab student candidate subgroups, via a variety of internal (e.g., factor structure, reliability, standard error of measurement, discrimination indices, etc.) as well as external (e.g., predictive validity, standard error of estimate, etc.) criteria. A comparison of the reliability indices, by culture, shows aptitude tests scores to be somewhat less reliable measures for Arab compared to Jewish student candidates. Also, scholastic aptitude test scores reveal significant, but slight, intercept bias, tending to overpredict the scholastic achievement of Arab student candidates. On the whole, however, the data were consistent with the results of previous research carried out in the American cultural scene, reporting negligible differences in construct or predictive test validity across varying cultural groups and the findings appear to be more consistent with the psychometric than with the cultural bias position.  相似文献   

13.
ABSTRACT

Proponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future.  相似文献   

14.
This paper argues that, notwithstanding a few major exceptions, the modern commitment to studying educational thinking and practice in premodern Jewish societies has not been particularly intense, despite widespread agreement as to the importance of education in premodern Jewish life. Some suggestions for this lacuna are discussed in this article. In particular, it is urged that a major part of the problem lies in the definition of Jewish education and that—were definitions of Jewish education altered—a much wider swath of research would be seen to involve important aspects of the premodern Jewish educational enterprise.  相似文献   

15.
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16.
Factors influencing research performance of university academic staff   总被引：2，自引：0，他引：2  
The application of performance based criteria in the allocation of resources and the targeting of substantial research funds to topics of national priority are two major features of the new research funding climate in Australian higher education. Successful competition for such funds will depend on universities developing and implementing appropriate research management plans and on the overall research performance of their academic staff. This paper reports the views of academic staff from one Australian university on such issues as the determinants of research performance and the importance of individual autonomy in the selection of research topics. One of the main findings is that research activity is highly variable and influenced by a number of factors including, personal characteristics; differences in research styles, methods and strategies both within and between disciplines; and dependence on funding. The findings show that academics firmly believe in freedom of inquiry in the choice of research topic.  相似文献   

17.
This article proposes a reconfiguration of the academic study of Jewish education that would (1) emphasize the “critical” analysis of an expanded range of issues (2) draw upon a broad range of disciplines and fields of study; and (3) formulate a new research agenda. The article argues that the focus on a “critical” approach to Jewish education studies is not a retreat from practice, but an important step in the enrichment of the academic study of Jewish education, as well as in the enhancement of the practical training of teachers, leaders, and communal professionals.  相似文献   

18.
Empirical research in Jewish education has found almost exclusive use of transmission pedagogy among Jewish studies teachers. This study hoped to fill out the empirical landscape by studying Jewish studies teachers who prioritize student-driven interpretation. It followed six Jewish studies teachers in four different Jewish elementary schools who all professed a commitment to student-driven textual interpretation. It found that in such classrooms there was a clear pattern of teaching moves. This article offers a detailed portrait of the previously undocumented Jewish studies pedagogy, interpretive facilitation.  相似文献   

19.
ABSTRACT

This article examines the ways that Jewish studies teachers think about their teaching. It analyzes data from a three month teacher study group in which teachers read educational research articles as a framework for reflecting on their own teaching. The data suggest that Jewish studies teachers take one of two approaches in talking about their teaching: Half the teachers focused on the process of teaching, the specific modalities and teaching moves they employed, while the other half focused on the goals of teaching, the specific outcomes they wanted to see in their students. We also found that those teachers who were more focused on outcomes (rather than process) saw personal identity as an essential ingredient in effective Jewish education. This article raises questions about the efficacy of transferring professional development models from general education to Jewish education, without special attention to the specific cultural context of Jewish studies.  相似文献   

20.
Experiential Jewish education has been experiencing a time of growth, during which theory development, research, and practice have established a strong voice for the construct. Much of the focus to this point has been on definitions (particularly the distinction between experiential and informal Jewish education) and on outcomes of settings often associated with an experiential Jewish education (EJE) approach. Along with increased understanding of EJE comes the potential to explore a more nuanced set of questions about the nature of educational experiences. This point of development of the field also raises question of the relationship of EJE and the broader field of Jewish education.  相似文献   

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