LAMED is ATID's blog roundup of articles, resources, and occasional commentary for Jewish education. Lamed is updated a few times a week by ATID's Jerusalem staff. Visit us at www.atid.org.
Article of note:
We're back (sorry for the absence), with a new study (from PEJE) on The Impact of Day School: A Comparative Analysis of Jewish College Students. This is the first national study designed to determine the near-term effects of day schools on the academic, social, and Jewish trajectories of former students during their college years. Conducted during the winter of 2006-07, this research drew over 3,300 Jewish respondents from college and university campuses in the top quartile of ranked schools in the United States. Employing both quantitative and qualitative methods, this study contextualizes the experiences of students from day schools through comparison with Jewish undergraduates from private and public school backgrounds.
Jeremy Iversen was not as a 'Narc. He disguised himself as a student and went undercover in a suburban American high school so that he could re-experience what high school was like. What he discovered was a vulgar mess of miscommunication, bumbling, decadence, and substance abuse. What he did not discover was very much learning! Not a pretty picture.
Yeshivat Chovevei Torah Rabbinical School announces that registration is now open online for the fifth annual YCT Yemei Iyun on Bible and Jewish Thought to be held June 24-26 2007 in Teaneck , NJ. The program will once again take place at the Maayanot Yeshiva High School with offerings of seventy high level shiurim. The first two days will be devoted to areas of Tanakh, while the third day will explore areas of Jewish Thought.
Evening of Tribute to
Review essay: The Case Against Homework: How Homework Is Hurting Our Children and What We Can Do About It
Many current reforms aim to improve the quality of education and student achievement through measures that deprofessionalize teaching. From scripted curricula to test-driven instructional strategies, the knowledge base for teaching is being eroded in place of a formulaic approach that requires teachers to implement rather than create, to practice crowd control rather than teach.