Development of a Performance-Based Teacher Education Program for Physical Education

In the dominant perspective, induction occurs in schools after teachers have been employed, and induction programs provide systematic and planned assistance to beginning teachers. In a second perspective, induction is a two-stage process, beginning in preservice education and ending in the workplace, with the intent of developing each teacher's master identity. A third perspective on induction accommodates the contributions of the first two. It differs in viewing induction as a three-stage process. Induction requires the mastery and internalization of an occupational culture, some of which is organization specific. An essential part of this culture is an identifiable, integrated set of professional norms that guide work practices.     

Jewish Creative Sensibilities: Framing a New Aspiration for Jewish Education

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.     

The Reconstruction of Jewish Education

Some forty years ago, Milton Steinberg, in his A Partisan Guide to the Jewish Problem, presented a “Gallery of Jewish Portraits” in which he surveyed the varieties of attitudes and beliefs which characterize twentieth century American Jews.¹ In describing the memories, commitments and problems of his Jewish types, Steinberg presented graphically his contention that there is no longer one “ideal” Jew nor a normative tradition acceptable, even superficially, to all Jews.     

The Bilingual Program In The Jewish Nursery School

It all began in the second decade of the 1900's. I was then a pupil in an old-fashioned cheder. Mr. Louis Hurwich, of blessed memory, was invited by the Associated Jewish Charities to make a survey of Jewish education in Boston preparatory to the establishment of a Bureau of Jewish Education which he headed as superintendent for many decades. He visited my cheder and selected me as one who should learn Hebrew as a spoken language. He convinced my parents to transfer me to a Hebrew School which used the Ivrit B'Ivrit method of teaching. I made the transfer though this meant a long daily walk of several miles. Upon graduation, he encouraged me to attend the Hebrew Teachers' Training School which was the precursor of the Hebrew Teachers' College, now called Hebrew College.     

The Crisis in Jewish Education

What will the Jewish supplementary school be in the 1990's? A more definitive question might be what will it supplement? In the beginning “supplementary” schools brought Jewish knowled[ggrave]e to the student who was already experiencing living Judaism in the home. In the 1960's, heyday of Jewish afternoon schools, the school supplemented secular knowledge and secular living with Jewish knowledge and some Jewish life experience as the home contributed less and less.     

The Traditional Code of Jewish Education

In years past, reporting on the state of the Minneapolis Talmud Torah Schools at national or regional educational conferences, the reaction was always: “Minneapolis”, “Minneapolis is different.”     

Federation Subventions for Jewish Education

One of the most interesting areas of study for both education and anthropology is the impact of culture on the formation of societal institutions and the human personality. This paper explores the impact of Jewish culture and the Jewish cultural heritage on the structure of the Jewish school and the nature of the Jewish school experience.     

Professional Development for Disruptive Jews: The Lippman Kanfer Sensibilities Project as a Learning Agenda for Jewish Professional Education

ABSTRACT

Jewish learning in the context of professional development for Jews working in the “disruptive”, or engagement sector has emerged as a domain into which millions of dollars are invested annually, with very little hard data on how those investments correlate to educational growth. This article considers the Sensibilities Framework, promoted by the Lippman Kanfer Foundation as an initial attempt to theorize this domain, and suggests further avenues for research by theorists of American Jewish education.     

Jewish Education and American Jewish Education,Part I

This series of articles explores the history of Jewish Education magazine, later known as the Journal of Jewish Education, with a particular emphasis on its intersection with the history of American Jewish education and, more generally, American Jewish life. Major themes and issues that preoccupied the magazine's editors and writers are isolated and analyzed as to how their discourse sheds light on their individual aims, values, and philosophical outlooks, as well their collective efforts at educational reform. Particular attention is paid to how Benderly's disciples sought to reinterpret their mentor's vision in a changing American Jewish environment and why this vision was, at best, only partially realized.