What Really Matters in Synagogue Education: A Comparative Case Study of a Conventional School and an Alternative Program

References

• Ackerman, W. (1980). Jewish education today. In M. Himmelfarb & D. Singer (Eds.), American Jewish year book (Vol. 80, pp. 130–148). New York, NY: American Jewish Committee.
   Google Scholar
• Ackerman, W. I. (1969). Jewish education—For what? In M. Fine & M. Himmelfarb (Eds.), American Jewish year book (Vol. 70, pp. 3–36). New York, NY: American Jewish Committee.
   Google Scholar
• Aron, I. (2000). Becoming a congregation of learners: Learning as a key to revitalizing congregational life. Woodstock, VT: Jewish Lights Publishing.
   Google Scholar
• Aron, I. (2002). The self-renewing congregation. Woodstock, VT: Jewish Lights Publishing.
   Google Scholar
• Aron, I. (2010). Supplementary schooling and the law of unanticipated consequences: A review essay of Stuart Schoenfeld’s “Folk Judaism, Elite Judaism and the Role of Bar Mitzvah in the Development of the Synagogue and Jewish School in America. Journal of Jewish Education, 76(4), 315–333. doi:10.1080/15244113.2010.518312
   Google Scholar
• Aron, I. (2014). Upending the grammar of the conventional religious school. Journal of Jewish Education, 80(4), 193–228. doi:10.1080/15244113.2014.937193
   Google Scholar
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 2008(59), 389–407.
   Google Scholar
• Berger, R. (2003). An ethic of excellence. Portsmouth, NH: Heinemann Press.
   Google Scholar
• Bryfman, D. E. (2014). Experience and Jewish education. Los Angeles, CA: Torah Aura Productions.
   Google Scholar
• Chazan, B. (2014). The philosophy of informal Jewish education. In D. Bryfman (Ed.), Experience and Jewish education. Los Angeles, CA: Torah Aura Productions.
   Google Scholar
• Cohen, D. K. (2011). Teaching and its predicaments. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cresswell, J. (2003). Research design. Thousand Oaks, CA: Sage.
   Google Scholar
• Cuban, L. (1995). Changing public schools and changing congregational schools. In I. Aron, S. Lee, & S. Rossel (Eds), A congregation of learners (pp. 119–138). New York, NY: UAHC Press.
   Google Scholar
• Dewey, J. (1902). The child and the curriculum. Chicago, IL: University of Chicago Press.
   Google Scholar
• Dewey, J. (1938). Experience and education. New York, NY: Touchstone.
   Google Scholar
• Dorph, G. (2007). Investigating prospective Jewish teachers’ knowledge and beliefs about Torah: Implications for teacher education. ( Working Paper No. 10). Waltham, MA: Brandeis University Mandel Center for Studies in Jewish Education.
   Google Scholar
• Eisner, E. (1976). Educational connoisseurship and criticism: Their form and functions in educational evaluation. Journal of Aesthetic Education, 10(3–4), 135–150. doi:10.2307/3332067
   Web of Science ®Google Scholar
• Eisner, E. (1977). On the uses of educational connoisseurship and criticism for evaluating classroom life. The Teachers College Record, 78(3), 345–358.
   Web of Science ®Google Scholar
• EL Education. (2015). Retrieved from www.Elschools.org
   Google Scholar
• Ennis, C. D. (1986). Conceptual frameworks as a foundation for the study of operational curriculum. Journal of Curriculum and Supervision, 2(1), 25–39.
   Google Scholar
• Fox, S., & Novak, W. (2000). Vision at the heart—Lessons from Camp Ramah on the power of ideas in shaping educational institutions. Jerusalem, Israel: Mandel Foundation.
   Google Scholar
• Goodlad, J., Klein, M. F., & Tye, K. A. (1979). The domains of curriculum and their study. In J. Goodlad (Ed.), Curriculum inquiry: The study of curriculum practice (pp. 43–75). New York, NY: McGraw-Hill.
   Google Scholar
• Graff, G. (2008). “And you shall teach them diligently”: A concise history of Jewish education in the United States 1776-2000. New York, NY: The Jewish Theological Seminary of America.
   Google Scholar
• Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York, NY: Teachers College Press.
   Google Scholar
• Hashweh, M. Z. (1985). An exploratory study of teacher knowledge and teaching: The effects of science teachers’ knowledge of content knowledge and their conceptions of learning on their teaching ( Unpublished doctoral dissertation). Stanford University, Stanford, CA.
   Google Scholar
• Heilman, S. (1984). Inside the Jewish school: A study of the cultural setting for Jewish education. New York, NY: American Jewish Committee.
   Google Scholar
• Hillel: The Foundation for Jewish Life. (2017). Ask big questions. Retrieved from www.askbigquestions.org
   Google Scholar
• Joseph, S. (1997). Portraits of schooling: A survey and an analysis of supplementary schooling in congregations. New York, NY: URJ Press.
   Google Scholar
• Kessler, R. (2000). The soul of education: Helping students find connection, compassion and character at school. Alexandria, VA: Association of Supervision and Curriculum Development.
   Google Scholar
• Kress, J. S. (2012, March 20). So, you want your school to be more like camp? Retrieved from http://www.thejewishweek.com/editorial_opinion/opinion/so_you_want_your_school_be_more_camp
   Google Scholar
• Lasker, Z. (2013, March 21). Mission possible: Strengthening congregational schools through a camp-like approach. Retrieved from http://ejewishphilanthropy.com/mission-possible-strengthening-congregational-schools-through-a-camp-like-approach/
   Google Scholar
• Lightfoot, S. L. (1983). The good high school: Portraits of character and culture. New York, NY: Basic Books.
   Google Scholar
• Lynn-Sachs, M. (2011). The grammar of congregational schooling: Looking beyond the synagogue as an institutional template. Journal of Jewish Education, 77(1), 22–41. doi:10.1080/15244113.2011.549788
   Google Scholar
• Macdonald, J. D. (1986). The domain of curriculum. Journal of Curriculum and Supervision, 1(3), 205–214.
   Google Scholar
• Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston, MA: Beacon Press.
   Google Scholar
• Pekarsky, D. (2014, September 3). From ‘experiential education’ to ‘experience-savvy’ education. Retrieved from http://ejewishphilanthropy.com/from-experiential-education-to-experience-savy-education/
   Google Scholar
• Perkins, D. (1992). Smart schools: From training memories to educating minds. New York, NY: The Free Press.
   Google Scholar
• Reimer, J. (2014). The power of optimal Jewish experiences: Experiential education a decade after Chazan. In D. Bryfman (Ed.), Experience and Jewish Education. Los Angeles, CA: Torah Aura Productions.
   Google Scholar
• Robson, C. (2002). Real world research (2nd ed.). Malden, MA: Blackwell Publishing.
   Google Scholar
• Rosov Consulting. (2013). Assessing the implementation of the design principles of 21st century whole person learning in Jewish congregational settings: Final report. Berkeley, CA: Author.
   Google Scholar
• Sales, A. L., & Saxe, L. (2003). How goodly are thy tents: Summer camps as Jewish socializing experiences. Waltham, MA: Brandeis University Press.
   Google Scholar
• Sarna, J. (2004). American Judaism. New Haven, CT: Yale University Press.
   Google Scholar
• Schoem, D. (1989). Ethnic survival in America: An ethnography of a Jewish afternoon school. Atlanta, GA: Scholars Press.
   Google Scholar
• Schoem, D. (2010). Shalom School 30 years after: Reflections on the Jewish afternoon school. Journal of Jewish Education, 76(4), 289–300. doi:10.1080/15244113.2010.518343
   Google Scholar
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. doi:10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Sizer, T. (1984). Horace’s compromise. Boston, MA: Houghton Mifflin Harcourt.
   Google Scholar
• Sizer, T. (2004). The red pencil: Convictions from experience in education. New Haven, CT: Yale University Press.
   Google Scholar
• Solomon, R. (2014). Practical reflection: Activities and exercises for experiential learning and professional growth. In Bryfman, D. Ed. Experience and Jewish Education. Los Angeles, CA: Torah Aura Productions.
   Google Scholar
• Union for Reform Judaism (URJ). (2002). CHAI curriculum: Level 2. New York, NY: URJ Press.
   Google Scholar
• Weissman, C., & Weinberg, R. (2012, August 22). Today’s complementary ed is not your father’s Hebrew school. Retrieved from.http://www.thejewishweek.com/special-sections/education-careers/todays-complementary-ed-not-your-fathers-hebrew-school
   Google Scholar
• Wertheimer, J. (1999). Jewish education in the United States: Recent trends and issues. In D. Singer and R. Seldin (Eds.), American Jewish year book (Vol. 99, pp. 3–115). New York, NY: American Jewish Committee.
   Google Scholar
• Wertheimer, J. (2005). Linking the silos: How to accelerate the momentum in Jewish education today. New York, NY: The AviChai Foundation.
   Google Scholar
• Wertheimer, J. (2009a). Schools that work: What we can learn from good supplementary schools. New York, NY: The AviChai Foundation.
   Google Scholar
• Wertheimer, J. (Ed.). (2009b). Learning and community: Jewish supplementary schools in the twenty-first century. Waltham, MA: Brandeis University Press.
   Google Scholar
• Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Wilson, S. M., Shulman, L. S., & Richert, A. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104–124). London, United Kingdom: Cassell Publishing.
   Google Scholar
• Woocher, J. (2012). Reinventing Jewish education for the 21st century. Journal of Jewish Education, 78(3), 182–226. doi:10.1080/15244113.2012.700636
   Google Scholar
• Woocher, J. (2015, July 29). “Jewish Continuity” at 25: What did we achieve? What have we learned? Retrieved from http://ejewishphilanthropy.com/jewish-continuity-at-25-what-did-we-achieve-what-have-we-learned/
   Google Scholar
• Woocher, J., Ross, R. R., & Woocher, M. (2007). Redesigning Jewish education for the 21st century. New York, NY: Lippman Kanfer Institute.
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Ziv-Kreger, R. (2009). Project based learning position paper. Boston, MA: Jewish Learning Connections, Combined Jewish Philanthropies. Unpublished paper.
   Google Scholar