Teaching and Learning in Jewish Day Schools

Jonathan B. Krasner is associate professor and the Jack, Joseph, and Morton Mandel Professor of Jewish Education Research at Brandeis University with a joint appointment in the Department of Near Eastern and Judaic Studies and the Jack, Joseph, and Morton Mandel Center for Studies in Jewish Education. Jon A. Levisohn is associate professor and the Jack, Joseph, and Morton Mandel Chair in Jewish Educational Thought at Brandeis University, where he directs the Jack, Joseph and Morton Mandel Center for Studies in Jewish Education. Sharon Avni is professor of academic literacy and linguistics at Borough of Manhattan Community College, part of the City University of New York.

• IntroductionChapter 1: Learning the Language of ZionismChapter 2: Knowledge and Connection as Outcomes of Israel EducationChapter 3: Intercomprehending in Action: Text-Based Discussion in a 7th Grade Bible ClassroomChapter 4: Connected but not Confident: The Gender Confidence Gap Regarding Israeli Politics and HistoryChapter 5: Understanding Attitudes of Jewish Day School Students: A New Typology of Jewish EngagementChapter 6: Responsive Classrooms Meet the Rabbis: The Impact of Delet on Teachers’ Community Building PracticeChapter 7: What do Parents Want from Hebrew Studies in Jewish Day School Education?Chapter 8: Three Conceptions of Rabbinics: Understanding Teachers’ ThinkingChapter 9: Four Approaches to the Instruction of HalakhaChapter 10: Signature Pedagogy and Constituent Authenticity: A New Model of Authentic Activity in Jewish Day School ClassroomsChapter 11: Orienting Students to Engage with Pluralism: A Cultural ApproachChapter 12: Designing Schools Around Five Dimensions of CommunityChapter 13: Sometimes Seen: The Experience of Latinx Students in Jewish Day SchoolsConclusion: What We’ve Learned about Teaching and Learning in Jewish Day Schools, and What We Still Need to Learn

“As both timely and essential reading, Teaching and Learning in Jewish Day Schools makes a significant contribution by offering empirically grounded portraits of how Jewish education is enacted on the ground. Several chapters stand out for their analytic clarity and sensitivity to tensions practitioners routinely confront. . . . The value of Krasner, Levisohn, and Avni’s volume lies in the conversations it invites-about method, coordination, and purpose across research and practice in Jewish education.”