NRJE Newsletter #35

TABLE OF CONTENTS1 FROMYOURNEWSLETTEREDITOR ReneeRubinRoss

2 FROMTHECHAIR JeffreyKress

2 TAGFUNDAWARDSRESEARCH GRANTS

3 CALLFORPAPERS: JOURNAL OF JEWISH EDUCATION

3 NRJE2011ANNUAL CONFERENCEUPDATE JonathanKrasnerandLauraWiseman

4 NRJE2011ANNUALCONFERENCE REGISTRATIONFORM

5 BOOKREVIEW

6 REPORTFROMYESHIVAUNIVERSITY'S INSTITUTEFORUNIVERSITY-SCHOOL PARTNERSHIP

6 NEWSFROMTHEDAVIDSON SCHOOL

7 NEWSFROMTHEMANDEL CENTERATBRANDEIS

7 MOREHL’MORIM

7 NEWSFROMOURMEMBERS

8 Book Review

When I meet new people who are not involved in the field of Jewish education or in academia, I am never sure how to describe what I do.

Sometimes I’ll say I’m “in education,” since most people have some context for the world of education. Then the next question is, “Oh, are you a teacher?” I explain that I am not a teacher, I am a researcher. Often, this brings the conversation to a halt. I get a blank look. The person that I am speaking with does not have any context for imagining what researchers do, and does not know what to say next.

At the Mandel Center, where I have spent the past year and a half as a postdoctoral fellow, certain core ideas inform a number of Center projects. A valuable one is the idea of making processes more visible. For example, the DeLeT program works to make the intellectual work of teaching more visible, and my colleague Orit Kent’s work on havruta learning focuses on making the process of successful havruta learning more visible by examining the moves that havruta partners engage in.

Applying this idea, it seems that an important role of the Network of Research in Jewish Education is to make the process of research more visible. Even for those who are already getting a doctorate, there is a sense of mystery about how research happens. How does one go from interest in a topic to a good research question? What makes a good study design? How does one get access to a research site? Once I collect my data, how do I analyze it and determine what’s important? And how do I organize all of this and write it up in a way that might move our understanding of Jewish education forward?

Participating in the Network can demystify the process. By speaking to other researchers about how they are doing their work, we get a better sense of the steps that are involved and even some obstacles we might look out for along the way. Additionally, the Network allows us to encounter colleagues at different stages of research. For example, the Network conference provides opportunities for different kind of presentations: consultations over coffee, paper sessions, and spotlight sessions. The point is not that consultations over coffee are for inexperienced researchers, but rather that they are for research that is in an earlier stage of work, in which the research question is still being developed or the data has not been gathered or analyzed yet.

My dissertation advisor described the research process as “generic,” something that many people do in the same way. For a novice researcher, this description made the process of research more concrete: I could picture many others doing the tasks I was doing, and I could talk to others about these tasks and maneuver through these tasks myself. At a time when there are many emerging scholars entering the field of Jewish education, our challenge is to create time and space for telling the stories of what we are learning and how we are discovering this.

NEWSLETTER OF THE Number 35 Spring2011/5771

FROM YOUR NEWSLETTER EDITOR

RENEE RUBIN ROSS [email protected](until May 13, 2011) [email protected](after May 13, 2011)

NETWORK EXECUTIVE

JEFFKRESS–NetworkChairLEORAISAACS–SecretaryELISCHAAP–Treasurer

JENAUERBACH–2010GraduateAssistantLISAGRANT–ImmediatePastNetworkChairCAROLINGALL–EmergingScholarsAwardandPastNetworkChairBENJACOBS–2010ConferenceProgramChairNAOMIKALISH–2010ConferenceArrangementsChairJONATHANKRASNER–2011ProgramChairRACHELLERNER–GraduateStudentLiasonALEXPOMSON–PastNetworkChairRENEERUBINROSS–NewsletterEditorABBYUHRMAN–GraduateStudentLiasonHAROLDWECHSLER–2010Conferenceco-ChairLAURAWISEMAN–2011Conferenceco-ChairMICHAELZELDIN–SeniorEditor, Journal of Jewish Education

ADDITIONAL COPIES MAY BE OBTAINED AT http://jesna.org/j/pdfs/re_netres35.pdf

or by contacting JESNA at: 318 W. 39th Street, 5th Floor, New York, NY 10018 t 212.284.6878 | f 212.284.6951 | [email protected]

RENEERUBINROSS

NEWSLETTERDESIGNNicoleRay

Participating in the Network can demystify the process.

Making the Process of Research Visible

ARTICLESFORTHEFALL2011NEWSLETTERSHOULDREACHRENEERUBINROSS,[email protected] (UNTIL MAY 13, 2011) [email protected](AFTER MAY 13, 2011),BY SEPTEMBER 9, 2011.

spring 2011 >>> the network for research in jewish education <2>

his year, the Network will hold its 25th annual conference at York University in Toronto. This “silver” anniversary is a major milestone for any organization. For the NRJE, it marks a quarter century in which the organization, as well as the field it represents, has

blossomed. The achievements of the Network are the result of the tireless work of its members and leadership, who are and were motivated not only by their research interests, but also by their desire to form a community of practice (though I am not sure that term was around 25 years ago…) and to develop the field.

I became involved in the Network over the course of the past decade and can only speculate about the “early days.” While we will hear from past NRJE leaders at the upcoming conference, I am sure that the Network’s successes are highly gratifying. Though these past leaders are an optimistic bunch, I believe that they would register at least some surprise at indicators of how far we have come. Our organization and its field are now marked by:

• Multiple institutions of higher learning that offer advanced degrees specifically for those entering the field of Jewish education; these institutions represent not only the range of Jewish denominations, but also non-denominational and secular institutions;

• A vibrant graduate student community attending these institutions; our 2010 conference included a graduate student session that drew approximately 30 participants;

• The transformation of the Journal of Jewish Education into a peer-reviewed quarterly that is the go-to venue for publication of cutting-edge research;

• Connections with practitioners not just on an individual basis but also in our partnerships with professional organizations around access to the Journal of Jewish Education;

• The ongoing commitment of multiple funders to support our work, through the ups and downs (and way, way downs…) of the economy;

• The strengthening of our relationships with our colleagues internationally, particularly those in Israel.

While I can greatly extend this list, I will add just one more indicator of the burgeoning state of the field. Though I have not yet seen a copy of the International Handbook of Jewish

Education, I understand that this two-volume set includes 1338 pages from 89 contributors (and requires a steel reinforced backpack to carry to the office). Its editors – Helena Miller, Lisa Grant and Alex Pomson – are NRJE leaders, as are many of the contributors. It stands as a physical manifestation of the breadth and depth of the field. Its publication demonstrates our ability not just to learn from one another, but also to add the voice of Jewish education to the broader discourse in the field of religious education in North America and abroad.

I look forward to celebrating the Network’s 25th Anniversary and to marking the publication of the Handbook at the conference in June and hope to see you there!

Tag Fund Awards Research Grants

Tag Research Centre seeks to harness Jewish heritage, knowledge, and ideas to benefit individuals and the wider society. To do this, we initiate research, disseminate knowledge, and stimulate debate via scholarly exchange, publications, and educational programs. We support educational and psychological interventions that are based on empirical social science methods and Jewish sources, experiences, and practices. To promote emerging scholars, Tag provides grant awards between $2,500 and $5,000 to doctoral students and recent recipients of a doctoral degree. (Funding is also available to more established scholars who are willing to conduct research that is consistent with our approach). Research studies should focus on how Judaic ideas or experiences can create knowledge and solutions that contribute innovative evidence-based solutions and ideas to the discussion of pressing and important social issues. The research needs to relate to a real-life issue and provide a clear example of how Judaic ideas can inform the development of knowledge in the social sciences. Priority will be given to applicants who conduct research that (1) may lead to the design of a psychological or educational intervention; or (2) articulates a conceptual framework, based on previous empirical research, that may contribute new insights into social issues. The first step in applying for a grant is the submission of a letter of intent to Dr. Michael Ben-Avie ([email protected]). The subject line must state “letter of intent,” or the e-mail may not be opened.

JEFFKRESS

FROM THE CHAIRJEFFREY KRESS [email protected]

TNRJE@25: A Silver Milestone


We are pleased to announce that the twenty-fifth annual NRJE Conference will take place June 12-14, 2011 at York University in Toronto.

York University’s Faculty of Education, the Israel & Golda Koschitzky Centre for Jewish Studies, and the York Centre for Education & Community look forward to welcoming NRJE delegates, Lainer associates, graduate students and local Jewish educators.

In addition to the presentation of current research, opportunities for collegial camaraderie, the rare occasion for Canadians to poke fun at the American dollar, 2011 conference highlights include:

• a festive meal and program to celebrate the twenty-fifth anniversary of the NRJE

• a plenary session to mark the publication of the International Handbook of Jewish Education

• a full program featuring a variety of paper, spotlight and consultation sessions

• a walking tour of old Jewish Toronto, guided by docents of the Ontario Jewish Archives;

• an optional post-conference visit to Zareinu: a Jewish day school and treatment centre for children with physical and developmental disabilities.

The conference promises to be engaging. Presenters include academics, graduate students and community professionals. Topics that will be addressed by our presenters

include: hevruta learning; pluralism in day schools; democracy and religious education; Israel education and film; citizenship education in a post-modern age; congregational school leadership; the influence of Israel education on student attitudes about Israel; the professional motivations of Orthodox day school educators; friendship patterns and Jewish engagement among Reform youth; gender role expectations in day schools; bullying in Jewish middle schools; Jewish education with Russian speaking populations; synagogue-based adult education; spirituality and moral education; and the influence of Jewish children’s literature on identity formation.

Registration is now underway; see registration form on next page.

The reception and sessions will take place at the main campus of York University at:

The Schulich* Executive Learning Centre York University 4700 Keele St.Toronto, Ontario M3J 1P3Canada

* Click here to see the Seymour Schulich Building on the interactive Keele Campus map: http://www.yorku.ca/web/maps/

We look forward to seeing you in Toronto!

Call for Papers: Journal of Jewish Education themed issue to spotlight the research of Emerging Scholars

Intent to submit requested by May 1, 2011; Manuscript due by March 1, 2012

The Journal of Jewish Education is planning a special issue to spotlight the research of emerging scholars. This call is intended to encourage those who have completed their dissertations after 2005 to showcase their research. We particularly encourage authors to submit papers drawing on research conducted as part of doctoral dissertations reframed as studies that can be read independently from the dissertations of which they were originally a part.

Broadly conceived, such contributions can include philosophical or historical studies or studies using a variety of qualitative and quantitative approaches to

empirical research. Papers may address any area within Jewish education including curriculum and instruction, teacher preparation, Jewish identity development, history and philosophy of Jewish education, and the linkage between Jewish and general education. Successful articles will represent a significant scholarly contribution to Jewish education and will describe the context of their inquiry, detail the research methods used, highlight key findings, and discuss implications for the field of Jewish education and other cognate fields.

Manuscripts should be submitted according to the Instructions for Authors available online at the Journal of Jewish Education website:

http://www.tandf.co.uk/journals/titles/15244113.aspSpecific questions regarding submissions should be

directed to [email protected].

NRJE 2011 Annual Conference UpdateJONATHAN KRASNER and LAURA WISEMAN [email protected]/[email protected]

Call for Papers: Journal of Jewish Education


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THE NETWORK FOR RESEARCH IN JEWISH EDUCATION25TH ANNIVERSARY CONFERENCE JUNE 12-14, 2011

York University | Schulich Executive Learning Centre | 4700 Keele St. | Toronto, Canada

REGISTRATION AND INFORMATIONThe NRJE Annual Conference is the central address in North America for the growing Jewish educational research community; all those interested in the study and development of Jewish educational theory and practice are invited to join what promises to be an enriching discussion of ideas, dilemmas and new findings. This year’s program marks the Network’s 25th Anniversary year. In addition to presentations on a wide range of topics using a broad array of research methodologies, the conference will include celebratory activities to mark this milestone.

REGISTRATION FEES Theconferenceisopentomembersingoodstandingonly.YoucanjointheNetworkbyvisiting:http://nrje.org/membership.Please register by May 1. FULL CONFERENCE REGISTRATION ....$250

GRADUATE STUDENT REGISTRATION ...$80

RETIREE REGISTRATION......................$175

ONE-DAY REGISTRATION (withmeals) ...$125 Please indicate: Sun Mon Tue

Please consider an additional donation to the NRJE travel and emerging scholars award funds.

TOTAL PAYMENT ENCLOSED $ ____________Please make check payable to:The Network for Research in Jewish Education

PLEASE SEND COMPLETED REGISTRATION FORM AND PAYMENT TO:Network for Research in Jewish Educationc/o JESNA, 318 W. 39th Street, 5th FloorNew York, NY 10018

MEALS AllmealsareincludedinregistrationfeeandarepreparedandservedunderstrictOrthodox Rabbinic supervision. To help with our planning, please check whichmealsyouintendtoeatwiththeconference.Breakfastwillbeserveddailyaswell.

SUNDAY, JUNE 12 Dinner MONDAY, JUNE 13 Lunch DinnerTUESDAY, JUNE 14 Lunch

LODGING OPTIONS1. THE NOVOTEL NORTH YORK HOTEL is holding rooms for $136 plus applicable taxes per night (with an option to extend) single or double occupancy. Each room has two double beds. This rate is only applicable until May 2. A shuttle to and from the conference will be available and the hotel is convenient to public transportation.

Reservations: 416-733-2929 x2 Novotel Toronto, North York, Ontario M2N 6L3

2. POND ROAD RESIDENCE (on campus): Single occupancy rooms in a suite, shared washroom in suite. Bedrooms furnished with twin bed, desk, lamp, large wardrobe and telephone. Bed linen, towels and soap are provided.

Reservations: [email protected] or 416-736-2100 x20325Single Occupancy: $85 +13% HST / Shared Occupancy: $60pp +13% HST

3. SCHULICH BUSINESS HOTEL: A limited number of rooms at the on-campus Schulich business hotel at $149 plus applicable taxes for single or double occupancy. Each room has one queen size bed; no alternative arrangements available. The hotel is attached to conference site and as such is a good option for anyone with mobility concerns. For more information about this option, please contact Laura Wiseman, Conference Chair, [email protected].

For more information, please contact [email protected]

I would like to request VEGETARIAN MEALS


The story of Jewish Education in America has been told

in many arenas but until the publication of this study by

Freidenreich it has been largely silent about secular Yiddish

education, not a minor and insignificant byway but,

widespread and creative.

Freidenreich, who grew up in this system went on to

become a prominent Jewish educator in America and in

Israel. Upon her retirement she decided to write about her

roots and the yiddishkayt it nurtured in her and in countless

others. Expecting to find no more than 20 cities sponsoring

these schools in the United States and Canada, she was

amazed to find 160 communities with close to 1,000 schools

and 39 sleep away camps during the heyday of this movement.

The book is a comprehensive overview of these institutions

including supplementary and day schools, the first sleep

away camps, the first residential camps and the first Jewish

pre-schools. She discusses the organizations that sponsored

them, the largely immigrant population they served, the

ideological context in which they first flourished and

then declined. It includes descriptions of the educational

programs of camps and schools and many poignant stories

about institutions and people involved with them.

The book is important on two levels: it redresses an

historical oversight in the literature of Jewish education

and it tells a story of relatively undocumented educational

creativity. It will come as a surprise to many that the Yiddish

secular schools innovated many of the features that became

associated with the best of education. These were the first

schools to educate girls as well as boys, to integrate the arts,

theatre, movement and dance, to advocate life long learning

(the schools sponsored classes for parents and community

adults) to see the importance of camping for education

(‘from camp to school and school to camp’ was a slogan),

to advocate service learning (the students were involved

in community projects, locally and internationally) and to

see the importance of informal education, with children as

young as eight belonging to clubs and going to regional and

national conferences.

In connection with some talks I gave based on the book

I interviewed a number of people now in their seventies

and early eighties who attended the Yiddish schools, the

shuln, in their youth. All had the same message: they loved

the shuln; they vividly remembered the experience, their

teachers and classmates, and they reported on those years as

their best years. When I reported this to Ms. Freidenreich,

she told me that she had interviewed many dozens of people

for her book and consistently got the same message. Not

once did she or I hear the equivalent of the familiar litany, “I

hated Hebrew school…..”

Mining the information in this book about those Jewish

schools and camps can offer some helpful insights on how

to make Jewish education more effective today.

BOOK REVIEW: Freidenreich, Fradle Pomerantz. (2010). Passionate Pioneers: The Story of Yiddish Secular Education in North America. Teaneck, NJ: Homes & Meier.

REVIEWED BY LIFSA SCHACHTER [email protected] PROFESSOR EMERITUS, SIEGAL COLLEGE OF JEWISH STUDIES


Yeshiva University's Institute for University-School Partnership seeks to improve and sustain Jewish day schools throughout North America. The YU School-Partnership provides a continuum of support to the field of Jewish education by recruiting teachers and leaders into the field, strategically placing them in schools, and offering them ongoing learning and support through continuing education and professional development. Additionally, school lay leaders are provided with guidance in strategic planning and day school economics. To learn more about how you can benefit from the resources available at the YU School Partnership visit www.yuschoolpartnership.org

Below are introductions to two articles about University-School Partnership research projects, the full articles can be found at www.yuschoolpartnership.org

“Comprehensive Abuse Response and Education (CARE) Program at Yeshiva University’s Institute for University-School Partnership: Integrating Research, Clinical and Educational Practice to Address Child Safety” by Isaac Schechter, PsyD

Child safety is a sacred duty of schools and is a core precursor for an effective educational process and healthy community. The Jewish community has made many strides forward in regards to awareness and appreciation of the importance of this matter over the past few years. The challenge now becomes how to translate the recognition around issues of abuse into practical and lasting change. To this end the YU School Partnership at the Azrieli Graduate School of Jewish Education and Administration has created the Comprehensive Abuse Response and Education Program (CARE) under the guidance of Dr. Isaac Schechter, a noted psychologist and expert in the field, with its goal to create meaningful and sustainable change in schools around child safety and protection.

“BRAVE (Belief in the Rights And Values of Everyone) Bully Prevention Program at Yeshiva University’s Institute for University-School Partnership: Research Issues in Jewish Day Schools” by Rona Milch Novick, Ph.D.

Bullying and school-based bully prevention has been studied extensively in the public school sector. The unique qualities of Jewish day schools and yeshivot require that this research be replicated in Jewish settings before generalizability is assumed. Additionally, research is necessary to determine the efficacy of programs specifically developed for and implemented in Jewish school settings. Secular and Jewish schools have

articulated missions that may include serving as centers of learning and social development, but rarely include the conducting and disseminating of research as a central activity. Researchers planning on studying schools and students need to establish working relationships and partnerships with school leadership. This article explores some of the issues the author has encountered in conducting research in Jewish schools, and strategies that have led to successful research partnerships with multiple Jewish school settings.

We are pleased to announce that the William Davidson Graduate School of Jewish Education at JTS is introducing two new programs. We are featuring a new MA concentration in Experiential Education, which focuses on developing professional skills for managing and leading Judaic organizations, as well as personalized preparation for exciting career choices in the field. In addition, we are once again thrilled to offer our week-long Israel Vision and Voices Seminar for all full time MA students, and an opportunity for all MA students to apply for a new Semester study in Israel. By the end of the semester participants earn a Certificate in Israel Education. We also offer our long-standing and well-established MA programs, focusing on Day School Teaching and Synagogue Educational Leadership. EdD programs are tailored to fit your needs and schedule, as we offer executive, full-time, and part-time options. The Davidson school also continues to offer rigorous and rewarding Practica and mentorship to strengthen your educational practices, with the leading Jewish Education faculties in North America. Full-tuition fellowships are available to eligible students. The priority application deadline is May 1, 2011. Applications and more information are available at www.jtsa.davidson/edu. Call (212) 678-8022 to speak with Abby Eisenberg, Admissions Director.

News from Davidson School

Report from Yeshiva University's Institute for University-School Partnership


SHARON FEIMAN NEMSER, Mandel Professor of Jewish Education at Brandeis and director of the Mandel Center, gave the opening keynote address at the Third Annual MOFET Online Conference, hosted by the MOFET Institute.

SARAH BIRKELAND, senior research associate and co-leader of the Induction Partnership project, with Sharon Feiman-Nemser, co-authored a joint position paper with the New Teacher Center’s Jewish New Teacher Project. Entitled “Induction: It’s Not Just for New Teachers,” the paper refutes five myths about the purposes and impact of induction on teachers, school leaders and schools. The paper is available from the Mandel Center’s website at http://tinyurl.com/mandelinduction.

A new book by JON A. LEVISOHN, assistant academic director: The Interpretive Virtues: A Philosophical Investigation into the Teaching and Learning of Historical Narratives, will be published by Wiley-Blackwell in 2012.

Post doctoral fellow RENEE RUBIN ROSS has accepted a position as Program Officer with the Jim Joseph Foundation in San Francisco, beginning in June. We wish Renee every success and look forward to continuing our work with her in her new role.

A new paper titled “Teacher Retention and Career Commitments among DeLeT Graduates: The Intersection of Teachers’ Background, Preparation for Teaching, and School

Context,” by ERAN TAMIR and RAQUEL MAGIDIN DE KRAMER, will be published in the next volume of the Journal of Jewish Education. The paper analyzes data from the DeLeT alumni survey of 2007 to identify which factors correlate with a commitment to teach in a Jewish day school.

Eran has another paper, “The Impact of The Current Economic Recession on Jewish Day Schools: New Findings From The DeLeT Longitudinal Survey,” to be published in the next volume of Private School Monitor. This paper builds on data from the DeLeT alumni survey of 2009 to identify the various ways in which the current recession affected Jewish day schools and classroom instruction. The latest information on the DeLeT alumni survey is available on the project's website: http://www.brandeis.edu/mandel/projects/delettracking.html. There you may download the report “The DeLeT Alumni Survey: A Comprehensive Report on The Journey of Beginning Jewish Day School Teachers.”

News: April 2011 MANDEL CENTER at BRANDEIS

NEWS FROM OUR MEMBERS

ELIYANA R. ADLER announces the publication of her book: In Her Hands: The Education of Jewsh Girls in Tsarist Russia (Detroit: Wayne State University Press, 2011).

New York University doctoral students JANET BORDELON and ADAM GAYNOR were selected to be Tikveh Scholars for the 2011-2012 academic year. More information about this program can be found at http://www.nyutikvah.org/scholars/index.html.

JONATHAN KRASNER announces the publication of his book The Benderly Boys and American Jewish Education (Hannover, NH: Brandeis University Press, 2011).

MEIR MULLER graduated the University of South Carolina with a doctorate degree in philosophy in early childhood education. The title of his dissertation is Kindergarten Children's Conception of Knowledge in Jewish Education.

ELIE TUCHMAN's article "The Influence of Formal and Informal Formative Pre-Service Experiences on Teacher Self-Efficacy" was accepted for publication in Educational Psychology. The article can be accessed at http://dx.doi.org/10.1080/01443410.2011.560656.

Moreh L’Morim is an unusual professional development opportunity hosted by Siegal College from July 31st-August 3rd. This is the third year of the conference and the participant reviews have been magnificent (see the reviews and a more complete picture of the conference by going to www.morehlmorim.org). Guest scholars this year include Sam Joseph, Arthur Waskow, Rivy Poupko Klitenick, Roberta Louis Goodman, Richard and Elaine Solomon and more. Jeffrey Schein ([email protected]) will be glad to share more about the conference and how it might be valuable for you or the students you coach and mentor. Team discounts are available for people representing a single institution.

Moreh L'Morim to Take Place this summer at Siegal College

Edited by Helena Miller, UJIA, London, UK; Lisa Grant, Hebrew Union College – Jewish Institute of Religion, New York, USA; Alex Pomson, Hebrew University, Jerusalem, Israel.

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 definitive 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.

Preface.- About the editors.- About the contributors.- Introduction.- Volume One: Section One: Vision and Practice.- Section Two: Teaching and Learning.- Volume Two: Section Three: Applications.- Section Four: Geographical.- Name Index.- Subject Index.

April 2011. 1200 p. Hardcover. ISBN: 978-94-007-0353-7. International Handbooks of Religion and Education series, Volume 5. ► € 399 | US$ 599

PLEASE NOTE: THERE WILL BE SIGNIFICANTLY REDUCED PRICE COPIES AVAILABLE FOR ORDER AT THE NRJE CONFERENCE IN JUNE IN TORONTO.

Edited by Helena Miller, UJIA, London, UK; Lisa Grant, Hebrew Union College – Jewish Institute of Religion, New York, USA; Alex Pomson, Hebrew University, Jerusalem, Israel.

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 definitive 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.

Preface.- About the editors.- About the contributors.- Introduction.- Volume One: Section One: Vision and Practice.- Section Two: Teaching and Learning.- Volume Two: Section Three: Applications.- Section Four: Geographical.- Name Index.- Subject Index.

April 2011. 1200 p. Hardcover. ISBN: 978-94-007-0353-7. International Handbooks of Religion and Education series, Volume 5. ► € 399 | US$ 599

Documents

NRJE Newsletter #35