Dr. Zachary Lasker, Director of Education Projects for the Melton Research Center for Jewish Education and The Davidson School of JTS
MaToK: Bible Curriculum for Day Schools
We are delighted to share this overview of the first 15 years of MaToK, the Torah curriculum that is now used in Jewish day schools with a variety of affiliations in North America and Europe. As Deborah Miller, the founding MaToK project director (1998– 2011), wrote in the 10-year report, “As the project director, I have seen MaToK develop from an idea to a pilot program for 14 schools to its broad use today . . . Our special thanks go to the teachers who engaged in active learning and were bold in their readiness to explore new methods and approaches to the teaching of Torah.” MaToK continues to extend its reach as new teachers are trained in the methodology each year at orientation workshops, and as more schools add MaToK to their Judaic studies curriculum. We endeavor to bring the joys of Torah study to an ever-increasing population of students, who will find that the words of Torah are always sweet in their mouths.
Content and language integrated learning (CLIL)
There are at least thirty-three different terms that refer to some type of bilingual education. For instance, ‘content-based language teaching’, ‘language-based content instruction’, ‘language sensitive content instruction’, and ‘content-enhanced teaching’ refer to bilingual models where language and content are integrated. The term ‘immersion’ should only be used to refer to Canadian bilingual education and its replicas elsewhere. In European Union, two acronyms are used to distinguish European bilingual education models from other similar programs elsewhere: CLIL for Content and Language Integrated Learning and EMILE for Enseignement d’une matiére intégrée á une langue étrangére. CLIL is an umbrella term that is used to describe educational methods where subjects are taught through a foreign language. It refers to an educational approach where curricular content is taught through the medium of a foreign language to students participating in some form of mainstream education at the primary, secondary, or tertiary level. However, it does not cover language maintenance programs for minority or lesser-used languages. In those programs, the entire curriculum is given in the minority language for its speakers. For instance, in Wales there are schools where Welsh-speaking children are taught in Welsh. In addition, teaching children of immigrant language backgrounds in mainstream language is not considered CLIL education either. (Beardsmore, 2009; Dalton-Puffer, 2011.)
Drawing on continental European philosophy, curriculum theory, and leadership research, Uljens and Ylimaki (2017) have outlined a non-affirmative position in education. For obvious reasons, this paper cannot do justice to the richness of such a position. Here, the goal is limited to the use of three of its concepts as a possible starting point to develop a productive critique of the idea of distance in data-driven curriculum policy making. First, the non-affirmative theory assumes that educational institutions have a position of relative independence from societal and other interests (Uljens, 2016). This relative independence is central to understanding education as an interactive process in which sentient agents operate within and/or between different educational levels. Unlike many critical approaches (reproductive and transformative), Uljens and Ylimaki (2015, 2017) argues for a reflexive normative position that sees opening up to mutual, reflexive interaction as the critical task rather than pushing through certain solutions decided in advance. The non-affirmative position acknowledges the variety of interests and stakeholders in education but questions any attempt to equate education to any one of these, be it political, economic, or other. The second important concept is summons to self-activity. It draws attention to intersubjectivity as a fundamental prerequisite for reaching a position of relative independence; it is through reflexive interaction with other people carrying other experiences and visions that the future takes shape. The third and final concept is recognition, which draws attention to the profundity of the interactions advocated here. Recognition of a person here means recognition of all the freedom of the other, as well as a reflexive recognition challenging one’s own position in light of the other(s). In sum, I make use of three concepts central to the non- affirmative theory of education (relative independence, summons to self-activity, and recognition) to try to develop a productive critique. My intention is not to impose a certain understanding of education but to make productive use of concepts from educational philosophy to critically examine the idea of distance as expressed in contemporary data- driven curriculum policy making.
Croatia makes part of the ancient Mediterranean civ- ilization that has been developed in these regions for more than a thousand years. This is why the effects of re- duced forest cover have been first observed in the Medi- terranean parts of Croatia. This encouraged the resi- dents of coastal regions to protect forests by the first terms of their town statutes, starting with the 12 th cen- tury (Nin – 1103, Kor~ula – 1214, Split – 1240, Dubrovnik – 1272, Trogir – 1322, Krk – 1388, etc.). At that time, knowledge was transferred verbally, and also in writing. The beginning of forestry education in our country was first recorded with respect to forestry school of 1646 in Blato on the Island of Kor~ula (this is the time when the terms of the Venetian Senate applied for Istria, Kvarner and Dalmatia). The first forestry schools in Eu- rope were established at the beginning of the 14 th cen- tury and namely: 1807 in Würtenberg (Germany), 1813 in Mariabrunn (Austria), 1816 in Tharandt (Germany), 1824 in Nancy (France), 1828 in Stockholm (Sweden), 1846 in Bánska [tiavnica (Check), 1872 in Florence (It- aly) and in Vienna (Austria), 1885 in Zurich (Switzer- land), etc.
Undeniably, there is a link between the nation's shifting priorities in terms of the open-door versus anti-capitalist debate, the general strategy of curriculum development in junior secondary school English and the specific nature of curriculum content. The genesis and orientation of curriculum reform initiatives lay, for the most part, in policy decisions made by the central government. In the fifties, the goal was to train people as "red" and "expert", which resulted in the balance of political and academic orientations in the English syllabus and teaching materials. The early sixties saw an emphasis on economic modernization, and this is reflected in the reduction of the inclusion of overtly political elements in the English curriculum. The Dengist era, which started in the late seventies, picked up from where the early sixties left off by re-introducing and expanding the economic modernization drive, and soliciting the support of overseas agents to assist the nation's efforts in English language education. As a result, the later curriculum innovations have emphasized economic and academic goals more strongly, and fostered international understanding through the inclusion of material that focuses on the culture of other countries. In marked contrast, the decade of the Cultural Revolution was a period of intense and violent political activity which disrupted formal schooling and turned the English curriculum into a political propaganda tool first and foremost.
During the 1980s, there were only a few researchers outside Helsinki region who studied financial issues. The most notable exception was the University of Vaasa in the western part of Finland. Paavo Yli-Olli was named the first associate professor of accounting and business finance in 1981 (full professorship 1990). Together with Osmo Kolehmainen (lecturer in mathematics) they also published an international article in European Journal of Operational Research (1983). From the beginning Yli-Olli worked actively to put finance in the University of Vaasa’s curriculum and towards extending academic research and international connections at the department (then called the Department of Accounting, Business Finance, and Methodological Sciences) and with considerable success. The number of students, amount of research, and international connections increased. Personally, he worked eg as the director of the European Institute for Advanced Studies during 1987–1988. He also visited University of Louisiana and was named as the first non-American associate editor for the International Review of Financial Analysis in 1990.
December 2001. This community health program focuses on low income, first-time pregnant girls and women. The Nurse Family Partnership program is delivered by registered nurses who are perceived as trusted and competent professionals, fostering a powerful bond between the nurse and her clients. Typically, a client begins to work with her nurse home visitor during the first trimester. Home visits take place on a biweekly basis through the pregnancy and until the child reaches two years of age. There is a very strong focus through out the NFP curriculum encouraging self-efficacy of clients.
Exchange Communication System (PECS; Bondy & Frost, 2001), as either
a method of communication or way to augment communication skills. The contributors of the following chapters provide the reader with a glimpse of how they approach teaching the students in their programs to communicate. Whether following a developmental sequence of commu- nication skills, a program-specifi c curriculum, or a classifi cation system such as the Assessment of Basic Language and Learning Skills (ABLLS; Partington & Sundberg, 1998), each program emphasizes speech and lan- guage training. In our own program at Rutgers University (Chapter 7), the ABLLS is used to help select goals and to monitor a child’s acquisition of communication skills. The reader will also fi nd that most programs use pictures as a way to stimulate or augment communication. Most use the PECS by Bondy and Frost (2001). In Chapter 10, Andy Bondy and Kris Battaglini describe the implementation of the PECS in the Cape Hen- lopen School District.
recipients and stakeholders will react to the change; and (4) leverage skills and knowledge of all
The first component of the Mobilization stage is to understand how the current
organizational structure can be leveraged. It answers the question, “What existing resources or systems could support the change plan?” (Cawsey, Deszca, & Ingol, 2016). As previously noted, University G is a collegial institution. In collegial institutions, faculty have equal status, they are
What Makes Special Education Special?
Special education features instruction and interven- tions designed to meet the individual needs of each child with a disability. Through special education, the United States has developed instructional curricula and programs for teaching core competencies to chil- dren with disabilities. Key examples are early reading (e.g., progress monitoring), behavior (e.g., multitiered, schoolwide interventions), assessment (e.g., accommo- dations, including students with disabilities in account- ability systems), early childhood education (e.g., Individ- ualized Family Service Plans), and universally designed instruction (e.g., captioning). Additionally, special edu- cation has developed a variety of rigorous evaluation methods (e.g., single-subject designs and qualitative ethnographic techniques) that can be used to carefully examine the impact of instruction on individual children with disabilities as well as all students in the school. Finally, IDEA has invested in a research to practice mod- el that has helped the country support improvements in special and general education. This infrastructure, in turn, has contributed to improved results for children with disabilities and their families over the last quarter of the 20th century and through the first decade of the 21st century.
It is worth mentioning that Informatics (in the beginning, as Elements of
Informatics) has, in Poland, been a part of the national curriculum since 1985.
6.2 The First Textbook
The first textbook for Elements of Informatics (under such title) was written by a team supervised by the author [Textbook_1]. It was one of the products of Project RRI.16 (see Section 4.2). It appeared in 1988 (first edition) and then, it is perhaps interesting to mention that, this textbook had a new, unchanged edition (printing) every year (two in 1995) till 1990 and more than 100,000 copies have been sold out. It is unusual for a book on informatics to remain unchanged on the market for so long. It was mainly due to the approach adopted in the book – computers and software tools were not described in full details but only with respect to the main theme (problem) of the presentation and discussion. The content of the textbook was universal although there were some key components of the contemporary informatics and technology missed, especially related to computer networks and computer supported communication, which entered schools later in the 1990s. The content of the book was (and still is) universal and we are not surprised today to see our book in hands of students and teachers:
The Hoffman paper is quite right that the idea of PCIA, as sketched out in A Measure of Peace, can and should be applied quite directly to so-called "peacebuilding projects." The first step in assessing the peace and conflict impact of such projects is the refusal to accept them at their self-described face value. When we adopt this critical perspective, and cast a glance towards so-called peacebuilding projects, we see that there are (many) instances where they have had negative peacebuilding impacts. This observation, along side the fact that there are other "non-peacebuilding" activities which nonetheless have had positive peacebuilding impacts, should alone be sufficient to evoke a much more self-critical examination of so- called peacebuilding projects and programmes. However, this has not been the case.
Throughout the 1940s and 1950s leaders and citizens in farming and rural areas expressed a desire for more education about policy options and consequences. Owing to the delicate political nature of these discussions, the extension educators from the land grant universities, USDA and their administrators were faced with developing methods for public policy education. The conferences played a catalytic role in developing and
Professional education needs life time commitment and intensive training of four year‟s education such as the engineering, medical and law professions in keeping with the tradition of professional education, a new four year program B.Ed. (Hons) is presented in the following pages. In order to make teaching a profession of choice through implementing B.Ed. (12+4) program developed in 2006, it is imperative to revise the current curriculum to improve the teacher development program further. A teacher in the classroom needs to be competent in the content areas as well as in teaching strategies in order to ensure expected student learning outcomes. As in any profession teachers should be provided the opportunity to practice teaching through interacting with the school and community. In the clinical model of developing teachers as professionals, it is important for that prospective teacher to gain adequate insight into the ground realities of school and classrooms through their attachments in schools and communities. This rich experience of practice enables prospective teachers to bring a positive attitude in classroom teaching and understanding a plurality of cultures.
The teacher becomes motivated regarding their work, for they will have re- sources to contribute effectively in the whole education of the students, valuing cognitive, emotional, ethical and social questions, knowing how to relate them and introduce them in a classroom context. They will also be able to link this learning to outside the classroom, extending it to the community. It is also from this knowledge that the teacher can encourage and motivate an investigative at- titude in their students, demonstrating the importance of the role of the student in the construction of their own knowledge, valuing the initiative and engage- ment of the students when faced with problem situations.
unanswered questions that will be the deciding factors in the future of MOOCs, and there are many flaws in online education itself. Some believe that MOOCs will be the downfall of academia, while others find that MOOC platforms have allowed, and will continue to allow, education to be reinvented and reinvigorated while providing high quality education to those who need it most. Harvard and MIT have created a MOOC startup known as edX that hundreds of universities are clamoring to be a part of, yet Amherst college, after being invited to take part in the startup, has voted against the MOOC platform.