Ziva R. Hassenfeld is the Jack, Joseph, and Morton Mandel Assistant Professor in Jewish Education at Brandeis University and assistant director of research for the Mandel Center.

• IntroductionChapter 1: My Hebrew Bible Classroom: The School, the Students, the Subject Matter, the Teacher, and the Research AgendaChapter 2: Creating a Classroom of InterpretersChapter 3: Stepping into My Students’ Scriptural Literacy Practices Chapter 4: The First Conversation: Interpretive Rules in the ClassroomChapter 5: The Second Conversation: Discussing Interpretive Rules in The ClassroomConclusion: The Stakes of Knowing How to Have the Second ConversationBibliographyMethodological Appendices

“. . . Providing students with the space to pursue an interesting train of thought while attempting to maintain established boundaries for interpreting the text, sets the stage for Hassenfeld’s exploration of the complexity of literacy, interpretation, and teaching. The book is an account of Hassenfeld’s research, but the narrative approach is particularly accessible, moving through a year of teaching at a K-8 Jewish Day School with a skillful blend of theoretical discussions, personal reflections, and classroom accounts.”

Ziva R. Hassenfeld is the Jack, Joseph, and Morton Mandel Assistant Professor in Jewish Education at Brandeis University and assistant director of research for the Mandel Center.

• IntroductionChapter 1: My Hebrew Bible Classroom: The School, the Students, the Subject Matter, the Teacher, and the Research AgendaChapter 2: Creating a Classroom of InterpretersChapter 3: Stepping into My Students’ Scriptural Literacy Practices Chapter 4: The First Conversation: Interpretive Rules in the ClassroomChapter 5: The Second Conversation: Discussing Interpretive Rules in The ClassroomConclusion: The Stakes of Knowing How to Have the Second ConversationBibliographyMethodological Appendices

“. . . Providing students with the space to pursue an interesting train of thought while attempting to maintain established boundaries for interpreting the text, sets the stage for Hassenfeld’s exploration of the complexity of literacy, interpretation, and teaching. The book is an account of Hassenfeld’s research, but the narrative approach is particularly accessible, moving through a year of teaching at a K-8 Jewish Day School with a skillful blend of theoretical discussions, personal reflections, and classroom accounts.”

Ziva R. Hassenfeld is the Jack, Joseph, and Morton Mandel Assistant Professor in Jewish Education at Brandeis University and assistant director of research for the Mandel Center.

• IntroductionChapter 1: My Hebrew Bible Classroom: The School, the Students, the Subject Matter, the Teacher, and the Research AgendaChapter 2: Creating a Classroom of InterpretersChapter 3: Stepping into My Students’ Scriptural Literacy Practices Chapter 4: The First Conversation: Interpretive Rules in the ClassroomChapter 5: The Second Conversation: Discussing Interpretive Rules in The ClassroomConclusion: The Stakes of Knowing How to Have the Second ConversationBibliographyMethodological Appendices

“. . . Providing students with the space to pursue an interesting train of thought while attempting to maintain established boundaries for interpreting the text, sets the stage for Hassenfeld’s exploration of the complexity of literacy, interpretation, and teaching. The book is an account of Hassenfeld’s research, but the narrative approach is particularly accessible, moving through a year of teaching at a K-8 Jewish Day School with a skillful blend of theoretical discussions, personal reflections, and classroom accounts.”