Author: Julie Cohen
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The purpose of this qualitative multiple case study was to examine how music teachers at Jewish day schools integrate both general music skills and repertoire with Jewish repertoire and themes in their curriculum. Research questions included: (1) How do music teachers at Jewish day schools integrate general music skills and repertoire with Jewish repertoire and themes? (2) What challenges do teachers face when implementing their curriculum in the Jewish day school environment? (3) How do teachers describe their decisions to integrate? (4) How do their beliefs and values impact integration? And (5) How do teachers understand their role as music educators in a Jewish day school? Research on music education in Jewish day schools is a rarity, and as of the completion of this study, no apparent research yet examined the integration of general and Jewish music. For this study, I selected three general music teachers at the lower school or elementary level from two Jewish day schools in the Northeastern United States that represented different Jewish communities. Data collection consisted of three semi-structured interviews, three-four observations of general music classes for kindergarten through fifth grade, and artifacts.Data analysis revealed the following findings, organized by the five research questions. Participants integrated general and Jewish music through music basics and deliberate curricular decisions. They faced the challenges of time, tensions between values and practical considerations, and on some occasions, support. Participants made decisions about integration by taking the repertoire-first or concept-first approach, and then checked to make sure that their lessons were multicentric. Participants' beliefs and values fit the overarching theme of "feet in two different worlds." Two participants, Shira and Tamar, derived their beliefs and values from the general music world, the Jewish music world, and from a combination of the two. One teacher, Kate, who is not Jewish, derived her beliefs and values from the general music world and showed a belief in being open to Jewish music. Shira saw her role as "The Connector," Tamar viewed her role as "The Advocate/Connector," and Kate viewed her role as "The Facilitator." This research strives to shed light on the practicalities and thought processes involved in integrating Jewish and general music that will transfer to other Jewish day schools, other Jewish educational institutions, and other faith-based schools.
Author: Fradle Freidenreich
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 143
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Author: David Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Author: Robert E. Tornberg
Publisher: Behrman House, Inc
ISBN: 9780867050431
Category : Juvenile Nonfiction
Languages : en
Pages : 670
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Book Description
Classroom teaching. it addresses supplementary school settings and features a Noticeably larger section devoted to the growing day school sector.
Author: Elizabeth Lakoff
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Abstract This thesis equivalent was an instructional design and human performance technology project, in which I analyzed the current state of an educational program for students with disabilities and their classmates at a Jewish day schools in Montreal. The program was first developed as a pilot project by Ometz, a social services organization. Ometz requested assistance with the program towards the end of their pilot project year. The program focused on building social skills and coping with anxiety. I designed performance improvement interventions, as well as developed prototypes of the proposed interventions and evaluation instruments. To determine what improvements could be made to the program, I collected data from several sources: a focus group with three facilitators, the program coordinator and a member of the Ometz leadership team held during the peer supervision meetings; an interview with the 2016-2017 program coordinator; an interview with the facilitator at the primary site; a joint interview with a vice principal and resource centre coordinator, an interview with a member of the Ometz leadership team; electronic feedback forms submitted by each facilitator after every session delivery during the 2016-2017 pilot year; email correspondence with program coordinators; original program requests; meeting minutes; and session handouts. I analyzed the data using an open coding process. Although the program impacted many different stakeholders, the program facilitators were considered as the target performers for the analysis and for the design of interventions. However, the performance of other stakeholders was also considered. Those stakeholders were teachers, parents, and students. During the analysis phase, several performance gaps were identified. Firstly, facilitators designed a curriculum based on their previous experience and available resources, instead of basing it on specific program objectives and the needs of the students. Secondly, the facilitators experienced challenges when designing instructional content and finding resources on which to base their content. Additionally, some facilitators experienced issues with classroom management. Finally, facilitators were unable to always schedule sessions at times that did not conflict with other school or classroom events. I proposed several interventions to close the performance gaps. These interventions included a feedback and system, an online resource bank, parent workshops, and kick-off meetings. Working collaboratively with members of the Ometz team, I established program objectives and a program evaluation plan. I then created a detailed design of the proposed interventions. The program was terminated before the interventions could be implemented because of a change in funding. Although the program has since been terminated, these proposed interventions may help Ometz with future projects.
Author: Helena Miller
Publisher: Springer Science & Business Media
ISBN: 9400703546
Category : Religion
Languages : en
Pages : 1299
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Book Description
The International Handbook of Jewish Education, a two volume publication, brings together scholars and practitioners engaged in the field of Jewish Education and its cognate fields world-wide. Their submissions make a significant contribution to our knowledge of the field of Jewish Education as we start the second decade of the 21st century. The Handbook is divided broadly into four main sections: Vision and Practice: focusing on issues of philosophy, identity and planning –the big issues of Jewish Education. Teaching and Learning: focusing on areas of curriculum and engagement Applications, focusing on the ways that Jewish Education is transmitted in particular contexts, both formal and informal, for children and adults. Geographical, focusing on historical, demographic, social and other issues that are specific to a region or where an issue or range of issues can be compared and contrasted between two or more locations. This comprehensive collection of articles providing high quality content, constitutes a difinitive statement on the state of Jewish Education world wide, as well as through a wide variety of lenses and contexts. It is written in a style that is accessible to a global community of academics and professionals.
Author: Hamutal Gavish
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
Integration of general and Judaic studies as reflected in the curriculum and operation of reform Jewish day schools.
Author: Behrman House
Publisher: Behrman House, Inc
ISBN: 9780867050899
Category : Art
Languages : en
Pages : 214
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Book Description
Sixty-four dynamic activities in four arts disciplines--music, drama, creative writing, and visual arts--weave the arts directly into the Jewish school curriculum and "open up" the big ideas of Jewish education. An extensive introduction examines the importance of the arts in Jewish life and Jewish education and explains the philosophy of this unique integrative approach. Includes four topic areas (Holidays, Torah, Mitzvot and Middot, and Jewish Life Cycle) with activities for four grade levels (K-1, 2-3, 4-6, and Family Education) and, within each grade level, one activity in each of the four arts disciplines. CONTENTS: Part I: Holidays Shabbat (Grades K-1) Chanukah (Grades 2-3) Sukkot (Grades 4-6) Pesach (Family Education) Part II: Torah Noah's Ark (Grades K-1) Three Righteous Women (Grades 2-3) Moses and the Burning Bush (Grades 4-6) Jacob and Esau (Family Education) Part III: Mitzvot and Middot Tza'ar Ba'alay Chayim: Kindness to Animals (Grades K-1) Hachnasat Orchim: Welcoming Guests (Grades 2-3) Derech Eretz: Proper Behavior (Grades 4-6) Bal Tashchit: Do Not Destroy (Family Education) Part IV: Jewish Life Cycle Baby Naming (Grades K-1) Growing Older (Grades 2-3) Bar/Bat Mitzvah (Grades 4-6) Death (Family Education) SPECIAL FEATURES: "Big Idea" and "Inspiration" sections provide the background and the rationale for each activity. Clearly stated objectives for each activity tie directly to the Big Ideas. Materials lists, step-by-step instructions, helpful hints, and suggested resources make activities easy to implement. Activities are adaptable to higher or lower grade levels, providing hundreds of creative opportunities. Ideal for average classroom teachers who think they are not artists, in addition to arts specialists
Author: Ethel Shull
Publisher:
ISBN:
Category : Jewish day schools
Languages : en
Pages : 101
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Book Description
Author: Alex Pomson
Publisher: Liverpool University Press
ISBN: 1909821101
Category : Social Science
Languages : en
Pages : 427
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Book Description
Cross-cultural and genuinely comparative, this consideration of Jewish day-schools around the world reframes day-school research and policy-making and offers original insights into faith-based schooling and the public good.
