Teacher perceptions of a successful Jewish community day school graduate

Community School versus School as Community

Jewish Day Schools, Jewish Communities ◽

10.3828/liverpool/9781904113744.003.0009 ◽

2009 ◽

pp. 172-192

Author(s):

Yossi J. Goldstein

Keyword(s):

Elementary School ◽

Jewish Community ◽

Jewish Education ◽

Community Schools ◽

Day School ◽

Conservative Movement ◽

Public Authorities ◽

Jewish Day School ◽

The Public ◽

The Relationship

This chapter presents two different views of the relationship between the Jewish day school and the Jewish community. It focuses on one case — that of the Bet El community in Buenos Aires, Argentina, founded in 1962 by Rabbi Marshall T. Meyer. A study of the Bet El Conservative School sheds light on the emergence of Jewish community schools that has become, since the 1970s, the leading trend in Jewish education in Argentina. Bet El, an institution regarded as the flagship school of the Conservative movement in Argentina, was founded as a kindergarten in 1967, some five years after Rabbi Meyer's establishment of the Bet El community as a nucleus for the development of the Conservative movement in Latin America. The elementary school began operating in 1974, at the same time as an application was made to establish a Conservative high school — an application that was approved by the public authorities but not taken further owing to the need to consolidate and strengthen the elementary school.

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Learning From a Mussar-Based Initiative in a Community Day School

Journal of Jewish Education ◽

10.1080/15244113.2017.1307053 ◽

2017 ◽

Vol 83 (2) ◽

pp. 133-150 ◽

Cited By ~ 1

Author(s):

Jeffrey S. Kress

Keyword(s):

Day School ◽

Community Day School

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Programming Robots in Kindergarten to Express Identity

Industrial Engineering ◽

10.4018/978-1-4666-1945-6.ch105 ◽

2012 ◽

pp. 1952-1968 ◽

Cited By ~ 1

Author(s):

Marina U. Bers ◽

Alyssa B. Ettinger

Keyword(s):

Young Children ◽

Computational Thinking ◽

Day School ◽

Kindergarten Children ◽

Programming System ◽

Developmental Needs ◽

Engineering Design Process ◽

Tangible Programming ◽

Community Day School ◽

Ethnographic Analysis

This chapter presents a research program that uses robotics as a powerful tool to engage Kindergarten children in developing computational thinking and learning about the engineering design process. Using an ethnographic analysis of an experience in a Kindergarten classroom at the Jewish Community Day School (JCDS), a pluralistic school in Watertown, MA, in which children worked with robotics as a way to explore issues of identity, the chapter highlights both developmental and technological considerations that need to be addressed when engaging young children with robotic activities. This project used an innovative hybrid tangible programming system composed of interlocking wooden blocks, called CHERP, specifically designed to meet the developmental needs of young children. While many robotic programs highlight building aspects and their relationship to engineering education, the approach presented in this chapter complements this by focusing on programming by teaching powerful ideas from computer science at a very early age.

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Programming Robots in Kindergarten to Express Identity

Advances in Early Childhood and K-12 Education - Robots in K-12 Education ◽

10.4018/978-1-4666-0182-6.ch008 ◽

2012 ◽

pp. 168-184 ◽

Cited By ~ 2

Author(s):

Marina U. Bers ◽

Alyssa B. Ettinger

Keyword(s):

Young Children ◽

Computational Thinking ◽

Day School ◽

Kindergarten Children ◽

Programming System ◽

Developmental Needs ◽

Engineering Design Process ◽

Tangible Programming ◽

Community Day School ◽

Ethnographic Analysis

This chapter presents a research program that uses robotics as a powerful tool to engage Kindergarten children in developing computational thinking and learning about the engineering design process. Using an ethnographic analysis of an experience in a Kindergarten classroom at the Jewish Community Day School (JCDS), a pluralistic school in Watertown, MA, in which children worked with robotics as a way to explore issues of identity, the chapter highlights both developmental and technological considerations that need to be addressed when engaging young children with robotic activities. This project used an innovative hybrid tangible programming system composed of interlocking wooden blocks, called CHERP, specifically designed to meet the developmental needs of young children. While many robotic programs highlight building aspects and their relationship to engineering education, the approach presented in this chapter complements this by focusing on programming by teaching powerful ideas from computer science at a very early age.

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Beyond the Community

Jewish Day Schools, Jewish Communities ◽

10.3828/liverpool/9781904113744.003.0010 ◽

2009 ◽

pp. 193-206

Author(s):

Helena Miller

Keyword(s):

Jewish Community ◽

The State ◽

Day School ◽

Day Schools ◽

Private Institutions ◽

Jewish Day School ◽

State Sector ◽

Jewish Schools ◽

The Government ◽

The Relationship

This chapter examines Jewish day schools in Britain. While some Jewish schools in Britain are private institutions, funded by trusts and individuals within the Jewish community, most Jewish primary and secondary schools are located within the state sector. Here, the two issues of funding and accountability to the government are the keys to understanding Jewish day school education in Britain today. The chapter examines them as well as the matter of curriculum, which has also been shaped by the relationship between Jewish schools and the government. Clearly, these are not completely separate fields of concern, and throughout the chapter links and connections between them will be made as appropriate.

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