Azrieli Graduate School of Jewish Education & Administration Faculty Publications
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12202/8954
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Item Metadata only Ode to joy: Judaism and happiness in the thought of Rabbi Lord Jonathan Sacks and beyond(Palgrave Macmillan, 2023) Schiffman, Mordechai; Sacks, Jonathan; Brown, Erica; Weiss, Shira"Before his rather sudden passing in 2020, Rabbi Lord Jonathan Sacks was one of the most eloquent and influential religious leaders of the generation. As Chief Rabbi of the United Hebrew Congregations of the Commonwealth for over two decades, he offered a universal message cultivated from the Jewish and Western cannons he knew so well. One concept that figured prominently in his work was joy. "I think of Judaism as an ode to joy," he once wrote. "Like Beethoven, Jews have known suffering, isolation, hardship, and rejection, yet they never lacked the religious courage to rejoice." In this volume, organized by the Rabbi Lord Jonathan Sacks-Herenstein Center for Values and Leadership, academics and writers explore the significance of joy within the Jewish tradition. These essays and reflections discuss traditional Jewish primary sources, including Biblical, Rabbinic and Hebrew literature, Jewish history and philosophy, education, the arts, and positive psychology, and of course, through the prism of Lord Sacks' work." -- Provided by publisherItem Metadata only Joy and parenting: Partners or paradox?(Palgrave Macmillan, 2023) Novick, Rona; Sacks, Jonathan; Brown, Erica; Weiss, ShiraPositive psychology has suggested that being a parent contributes to joy through four avenues. It provides meaning and purpose, satisfies a basic human need, engenders positive emotions, and expands parents’ social roles. This essay explores each of these through psychological and Torah perspectives, as well as considering the pathways to joy outside of parenting and the need for communal sensitivity to those unable or uninterested in becoming parents. The essay also provides suggestions on how to better welcome joy into parenting. By seeing beyond the mundane tasks of parenting and resonating regularly with the miracle of creation and in finding fulfillment even as children struggle, recognizing that even failures are a critical part of growth, parents can invite joy into their days. The novelty, spontaneity, learning, and laughter that are frequent visitors in parents’ lives, as well as the welcoming roles and social opportunities raising children offer can also be vehicles to create and boost joy. Parental joy is a natural outgrowth of spirituality—the capacity for awe, and the gratefulness for the miracles which grace our lives.Item Metadata only Development of Hebrew/English biliteracy in a Jewish day school: Issues of language and identity. In language maintenance, revival and shift in the sociology of religion(Multilingual matters, 2020) Goldberg, Scott J.; Ebsworth, Miriam Eisenstein; Wildstein, TristinResearch continues to document the success of bilingual education for learners, not only academically (Krashen & McField, 2005) but also in their cognitive and social growth (Bialystok et al., 2012; Eisenstein Ebsworth, 2009; Toppleberg & Collins, 2010). The case study presented here focuses on developing bilingualism and biliteracy in Hebrew and English in the B’nai Moshe Jewish Day School (pseudonym) in the Northeastern United States, where Hebrew is viewed as an important heritage language for the worldwide Jewish community (Schers, 1999). One of the greatest chal-lenges in supporting second-language acquisition for Jewish learners in the US is finding ways to facilitate the development of their Hebrew and English proficiency within a bilingual educational experience (Alexander, 1999). As Hornberger (2003) has suggested, the existence of alternative bilingual educational models and programs can make it difficult to tease apart which aspects of the experience are meaningful to particular learn-ers and communities. By providing an in-depth look at a single school, we can specifically characterize the elements of the bilingual program offered and associate it with processes and outcomes. (from Introduction)Item Open Access 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, DavidThis 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.Item 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, LayaEssays by practitioners and Azrieli faculty on the lessons learned for Jewish education during Covid-19.Item Metadata only Rona Milch Novick Book Lecture - October 28, 2020 [video](New York, NY: Yeshiva University Libraries. Yeshiva University., 2020-10-28) Novick, Rona; Holderness, J.B.; Weiss, TinaRona Milch Novick, Dean of Azrieli Graduate School of Jewish Education and Administration, will speak on her children’s book, Mommy, Can You Stop the Rain? via Zoom at 7:30PM on Wednesday, October 28, 2020. Dean Novick will provide tips on providing comfort and reassurance to manage children’s anxiety, particularly during the current pandemic and in times of personal challenges. Illustrated by Anna Kubaszewska, this quiet and powerful story shows parents how to comfort children and help them face their fears with the warmth and support they need. Reserve a space to receive the Zoom link.Item Metadata only YU Ideas : Israel at 70. Podcast.(New York, NY: Yeshiva University. Office of the Provost., 2018-08-10) Novick, Rona; Neugroschl, CB; Kahn, Josh; Halpern, StuartIsrael Education at 70 What are the challenges and opportunities of educating today's teens towards a love of Israel? Join leading educators Dr. Rona Novick, dean of the Azrieli Graduate School of Jewish Education & Administration; Mrs. CB Neugroschl, head of school at Samuel H. Wang Yeshiva University High School for Girls; and Rabbi Josh Kahn, head of school at Marsha Stern Talmudical Academy/Yeshiva University High School For Boys, for an insightful and passionate discussion.Item 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, RonaEducators 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)