The Azrieli Papers.

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12202/4587

vol. 1 : Dimensions of Orthodox Day School Education. Edited by David J. Schnall and Moshe Sokolow. NY: Michael Scharf Publication Trust of Yeshiva University Press., 2011.

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The At-risk Adolescent in the Orthodox Jewish Community: Implications and Interventions for Educators.
(The Michael Scharf Publication Trust of Yeshiva University Press ; Ktav Publishing House, Inc., 2011) Pelcovitz, David
Preface: In recent years there has been an unfortunate increase in the number of adolescents from observant Jewish families who have been seriously disruptive, rebellious and defiant. This essay will summarize the current literature on the nature and scope of the problem, some hypothesized causes for such difficulties, as well as provide a summary of recommended interventions for educators..
Open Access
Bullying, Harassment and Social Exclusion in Jewish Schools: Unique Opportunities and Challenges to Promote Positive Peer Culture.
(The Michael Scharf Publication Trust of Yeshiva University Press ; Ktav Publishing House, Inc., 2011) Novick, Rona
Educators who speak with students about their school experiences quickly learn that school is as much a social setting as it is an academic one. As such, it can contribute to children’s sense of self and belonging, or it can fuel self-doubt and reinforce loneliness. Schools’ increasing focus on addressing their social climate, and promoting students’ social development has been motivated, in part by the growing body of research demonstrating the clear connection between academic and social-behavioral issues (Benninga, Berkowitz, Kuehn, & Smith., 2006; Goldberg, 2005) Among the most pressing reasons for schools to address peer culture, however, is the cost of not addressing it. Depression, alienation, and even suicide and violence are possible outcomes for students who cannot find their social niche (Espelage & Swearer, 2003)
Open Access
Covid-19 & Chinuch: Lessons Learned Opportunities Uncovered. Volume 1: Teaching & Learning.
(Azrieli Graduate School of Jewish Education & Administration, Yeshiva University, 2021-03) Novick, Rona; Freundel, Sharon; Shawn, Karen; Frankel, Hadassah; Hecht, Audi; Moskovich, Leah; Rutnner, Bracha; Turetsky, Ilana; Grajower, Josh; Goldberg, Scott; Hoenig, Mark; Sokolow, Moshe; Chanales, Yehuda; Schiffman, Mordechai; Deutsch, Yehuda; Salomon, Laya
Essays by practitioners and Azrieli faculty on the lessons learned for Jewish education during Covid-19.
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Covid-19 & Chinuch: Lessons Learned Opportunities Uncovered. Volume 2: Leadership
(New York: Azrieli Graduate School, Yeshiva University, 2021) Novick, Rona Milch; Soffer, Jordan; Rabinovich, Deena; Eisenberg, Steven; Rand, Elana Riback; Golding, Julie; Shawn, Karen; Perl, Gil; Lipstein, Eitan; Goldberg, Scott; Namdar, Carly; Pelcovitz, David
This second volume in our Azrieli Papers series on Covid-19 Chinuch- Lessons Learned, Opportunities Uncovered presents the views and visions of Jewish educational leaders. The essays, research, readings and resources included do not focus on these uniquely challenging times, but rather use Covid’s challenges to think broadly about all Jewish schools and what the field of Jewish education can and should be. As was the case in the prior volume, each essay begins with a discussion by leaders “on the ground”—sharing their experiences and thoughts. These essays are paired with a companion article by an Azrieli faculty member, offering their perspective as well as providing research, readings and resources to expand on the topic.
Open Access
The Ethics of Exclusion: Pedagogical, Curricular, Leadership and Moral Imperatives in Jewish Education .
(The Michael Scharf Publication Trust of Yeshiva University Press ; Ktav Publishing House, Inc., 2011) Glanz, Jeffrey
Inclusive practice in education and schooling, public or private, is cutting-edge, not commonly in use. Yet, this monograph posits that such practice is a moral necessity and an ethical imperative incumbent on Jewish educators to articulate, philosophically, and to actualize, in practice. An ideological, social, political, and intellectual commitment to justice, equity, and excellence for all students must be continuously affirmed and reaffirmed. This monograph will posit that such ideals are lacking in many schools, public and private. Too many Jewish schools, in particular, exclude the “nontraditional” student possessing different learning needs and requiring special educational services. Many Jewish day schools and yeshivot are not philosophically committed to inclusive pedagogy, nor have they been able to commit sufficient resources, financial and otherwise, to support such initiatives organizationally. Teachers too, for the most part, are not prepared (pre-service and in-service) to teach in diverse, inclusive learning environments that include students with learning and other disabilities.
Open Access
Making the Bible come to life: Biblical archaeology and the teaching of Tanakh in Jewish schools.
(Rabbinical Council of America, 2003) Schiffman, Lawrence
Open Access
Pictures and Models: An Exploration in Jewish Educational Thought.
(The Michael Scharf Publication Trust of Yeshiva University Press ; Ktav Publishing House, Inc., 2011) Rosenak, Michael
In a now classic article, “Philosophical Models of Teaching,”1 Professor Israel Scheffler distinguishes between activities that may be included in the category of “education” and those, such as indoctrination, or conditioning, that do not qualify. He then notes some questions that characterize the educational venture: “What sort of learning shall I aim to achieve? In what does such learning consist? How shall I strive to achieve it?” He tells us that he will address the questions by way of a consideration of three influential models of teaching which provide, or at any rate suggest, certain relevant answers to the questions above. In this essay, I hope to do the same with regard to three models that seem to be particularly congenial to Jewish education and that, like Scheffler’s models, “do not so much aim to describe teaching as to orient it.”
Open Access
Religious development in adolescence; A work in progress.
(Rabbinical Council of America, 2003) Goldmintz, Jay; Carmy, Shalom
Open Access
Saying thanks: Dimensions of gratitude.
(Saying thanks: Dimensions of gratitude.) Schnall, Eliezer; Sokolow, Judy; Sokolow, Moshe; Pelcovitz, David
Open Access
Tefillat Rav, Educating for Prayer, Utilizing the Writings of Rabbi Joseph B. Soloveitchik (the Rav); Curricular and Instructional Guidelines.
(The Michael Scharf Publication Trust of Yeshiva University Press ; Ktav Publishing House, Inc., 2011) Sokolow, Moshe
There are three parts to this essay. In the first part, we offer a sampling of alternative approaches to overall curriculum design and indicate how each would respond to the pedagogical challenges of prayer and spirituality. In the second, we describe the fundamental, “essential” questions raised by the study and teaching of prayer, and present selections from the writings of the Rav in response. In the third and largest part, we have matched the Rav’s insights on prayer to six specific lessons in Torah according to a didactic format that can be followed by day school—primarily secondary school—teachers.
Open Access
Veshinantam Levanekha: Exploring the Right to Education in the American and Jewish Legal Tradition.
(Rabbinical Council of America) Pollack, Daniel; Schnall, David J.; Carmy, Shalom
The right to a basic education in the United States is more or less taken for granted. It is assumed that children will attend school from a very young age until their late teens, if not for longer. Given Judaism's broad emphasis upon study both as an instrumental tool and a religious, often obligatory value in itself, one might also expect its legal tradition to project such a right in unmistakable terms. Yet in both instances, the discovery and the identification of a right to education is no simple matter. And the issue is quite important, especially as it bears upon children who for one reason or another do not fit well in mainstream educational settings.---/ This study will examine the scope of any right to education in both the American and Jewish legal traditions; first, by surveying recent American legal opinion concerning how individual states determine -- and ought to determine -- their own educational policies; this will be followed by a parallel survey of biblical and rabbinic attitudes about where study is conducted and about the proper roles of public authorities and private individuals in overseeing education. The ensuing section applied the earlier considerations to cases of children who struggle in the conventional environments. Finally, the conclusion summarizes the outstanding features of teh American and teh classical-Jewish approaches.
Open Access
The Voice is the Messenger of the Heart: Shared Stories Still Work Best.
(Rabbinical Council of America, 2003) Schram, Peninnah
This essay will explore Jewish storytelling as an inspirational and creative educational tool to instill emotional and educated connections to Judaism. After examining the great stock of sacred and secular Jewish stories, we will address the roles of stories, the effective ways they enlighten listeners, and their telling. Our purpose is to encourage the use of this influential and effective educational tool by educators, rabbis, parents, and students alike, in all areas of formal and informal education.

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