The problem has been related to the stance of the larger

The gap

Evidence profile

Stated in the recommendations and inline gaps and future work sections of the source papers, classified as general, drawn from work published between 1950 and 1982, all from Jewish Education.

Supporting evidence — 6 representative gaps

• Hebrew Teachers' Colleges in the United States Digest of Survey (1950) · Jewish Education · doi

  In the light of evidence produced by this Sur vey, the following recommendations are offered: 1. To fill the need for Teachers of Education and Supervision, offer fellowships to a picked group of graduate students who will be pre pared to undergo the necessary training program. 2. Convert one or more of the existing schools into All-Day Hebrew (or open new ones) Teachers' Colleges. Students in these schools will receive a general education, a Hebraic intensive course of study and professional training far more adequate than at present. 3. The Hebrew Teachers' Colleges must con- tinue primarily as undilUted institutions for teacher training. They will rise or fall by their work as professional schools. 4. A Deans' Association should be formed for the exchange of opinions, all around standards, and for creating the basis for a United Hebrew Teachers' College organization. 5. A committee of prominent leaders should be formed to help implement a weighty enough Hebrew Teachers' College program to be able to grapple successfully with the urgent teacher training problems. The American Jewish Community is ready and willing to cooperate with us. On our part, I:I':::IJMC nl,5t=n"c'!l we must create a new a Palmach that spells an educators' shock troop, armed with full faith in American Jewry and in our young generation, which can, and will suc ceed.

  generalstated in recommendationsevidence 5/5
  Keywords: teachers training hebrew schools education students program colleges professional must teacher formed college american light
• Affective Learning and the Teaching of Jewish Tradition (1974) · Jewish Education · doi

  The problem has been related to the stance of the larger Jewish community towards open issues, debate of ideologically-oriented curricular confusion that populates the schools with teachers who are qualified to teach some important parts of the cur- riculum but unable or unwilling to teach other equally important parts, and the lack of a support system that would al- low those teachers to grow personally and professionally.

  generalstated in inline gapsevidence 5/5
  Keywords: teachers teach important parts problem related stance larger jewish community towards open issues debate ideologically
• Needed: Bold and Creative Planning (1982) · Jewish Education · doi

  29 grows increasingly grim. If we are to secure the future of Judaism, all forces in the Jewish community must be marshalled in the recrea- tion of the Jewish teaching profession. Pro- fessional issues such as the status of the teacher, salary, tenure, benefits and job secu- rity must be addressed immediately. The problem is compounded by the fact that the present structure of the supplementa- ry school is so narrow that it can employ teachers for very limited part-time work only. If the school were reorganized to include structures and programs mentioned above, for the students and their families, the com- munity would have to allocate sufficient funds for the systematic retraining of the teachers and prepare them for working effect- ively with a variety of populations in diverse settings. The renewed impetus might also persuade competent young people with spirit and zeal who are committed to transmitting the Jewish heritage and its values and inspire them to espouse this mission and pursue voca- tions in Jewish education. They could carry the schools forward. Responsiveness to Change Will Insure Future (continued from page 25) curriculum approaches which will include a significant component of intensive non- classroom learning activities. Such education will be carried out in fewer but more viable institutions by better qualified teachers whose local training will concentrate on ability to deal effectively with small and specialized teaching tasks. More significantly, supple- mentary Jewish education in the 90's, espe- cially in the synagogue schools, will enjoy far greater communal financial and leadership support than now. These are my dreams for the thousands upon thousands of young Jews whose con- cerned and Jewishly committed parents will bring them to the doors of Jewish supplemen- tary schools. May we not be found wanting in the 90's, or now. PREFERENCES 1. Schiff, Alvin. "From Sunday School to Day School." JeHIsh Education, Summer 1982. 2. Rand, Baruch. "Jewish Education Under Commu- nal Auspices," Jewish Education, Summer, 1982. Downloaded by [McGill University Library] at 05:26 07 February 2015

  generalstated in future workevidence 3/5
  Keywords: jewish education school teachers them schools future must teaching include young committed whose thousands summer
• Responsiveness to Change Will Insure Future (1982) · Jewish Education · doi

  25 tiously want to do better as the teachers of Jewish children. At the same time, planning is being intensified to solve longer term needs for appropriately qualified teachers and school directors. Because of such efforts, supplementary school teachers in the 90's will be better able than their predecessors to carry out narrow and specific teaching tasks. However, and for the most part, these teachers will not have depth or broadness of Jewish scope unless national solutions are de- veloped quickly. 4. Structure. Demographics and eco- nomics will continue to push present consorti- um and merger trends farther and faster than many would like to see. But the outcomes are inevitable and will be salutory. The elimina- tion of small administrative units, pooling of human and material resources and concentra- tion of lay support in fewer school institutions will strengthen the effort to bring increasingly significant learning opportunities and experi- ences to students in supplementary schools. Moreover, larger numbers of students coming together for Jewish learning will help student morale and create ever better climates for Jewish learning. Central Jewish education agencies, already straining to provide service to large numbers of schools, will be able to concentrate efforts on fewer but larger units thereby improving both effectiveness and cost of service. 5. Funding. Mergers, amalgamations and consortia will not necessarily save dol- lars. However, combinations of schools will reduce administrative overheads, thereby releasing dollars for direct educational costs. Moreover, successful efforts to create viable and effective educational units will encourage community leaders to seek increasing funds for supplementary education programs under all auspices, but especially under synagogue auspices. Funds for synagogue schools are al- ready being made available in many communities through new funding patterns. The trend will intensify to make communal dollars count in synagogue education. To summarize, I believe that all forms of supplementary Jewish education in the 90's, compared to their conditions in the 70's and 80's, will be characterized by exciting new (continued on page 29) ver "beyond" the classroom, in the hall- ways, in the playrooms, in the office and in the teachers' room, must be examined and an atmosphere created which will reflect the values and the educational goals. 4) The school must provide for the gifted and the disadvantaged — Special study pro- grams for the population of the gifted, bright and motivated students must become an on- going part of the curriculum. Because of a misinterpretation of egalitarianism and a no- tion that elitism is a pejorative term, these stu- dents have been neglected. They remain unchallenged and often

  generalstated in future workevidence 3/5
  Keywords: jewish teachers school supplementary schools education better efforts tion units learning students educational synagogue must
• Responsiveness to Change Will Insure Future (1982) · Jewish Education · doi

  29 grows increasingly grim. If we are to secure the future of Judaism, all forces in the Jewish community must be marshalled in the recrea- tion of the Jewish teaching profession. Pro- fessional issues such as the status of the teacher, salary, tenure, benefits and job secu- rity must be addressed immediately. The problem is compounded by the fact that the present structure of the supplementa- ry school is so narrow that it can employ teachers for very limited part-time work only. If the school were reorganized to include structures and programs mentioned above, for the students and their families, the com- munity would have to allocate sufficient funds for the systematic retraining of the teachers and prepare them for working effect- ively with a variety of populations in diverse settings. The renewed impetus might also persuade competent young people with spirit and zeal who are committed to transmitting the Jewish heritage and its values and inspire them to espouse this mission and pursue voca- tions in Jewish education. They could carry the schools forward. Responsiveness to Change Will Insure Future (continued from page 25) curriculum approaches which will include a significant component of intensive non- classroom learning activities. Such education will be carried out in fewer but more viable institutions by better qualified teachers whose local training will concentrate on ability to deal effectively with small and specialized teaching tasks. More significantly, supple- mentary Jewish education in the 90's, espe- cially in the synagogue schools, will enjoy far greater communal financial and leadership support than now. These are my dreams for the thousands upon thousands of young Jews whose con- cerned and Jewishly committed parents will bring them to the doors of Jewish supplemen- tary schools. May we not be found wanting in the 90's, or now. PREFERENCES 1. Schiff, Alvin. "From Sunday School to Day School." JeHIsh Education, Summer 1982. 2. Rand, Baruch. "Jewish Education Under Commu- nal Auspices," Jewish Education, Summer, 1982.

  generalstated in future workevidence 3/5
  Keywords: jewish education school teachers them schools future must teaching include young committed whose thousands summer
• The Specialized Role Of The Supplementary School (1982) · Jewish Education · doi

  tion, business and service are virtually nonex- istent. Jewish adult study opportunities are limited and numbers of participants insignifi- cant in terms of the total adult Jewish popula- tion. Similar limitations apply to other com- munity programs. It would seem that concurrent with a buildup of the specific school programs, a matching effort must be made in the out-of- school arena. Federations, Bureaus, syna- gogues, and other Jewish agencies in the community must expand their individual ef- forts and work cooperatively for Jewish pro- grams and services. Jewish education and Jewish living must be seen as a mitzvah for Jews of all ages and not just for children, or rabbis, or the Orthodox community.

  generalstated in future workevidence 3/5
  Keywords: jewish must tion adult programs school community business service virtually nonex istent opportunities limited numbers

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