NRJE 24 Fall 2005

A WORD FROM YOUR NEWSLETTER EDITORHelena Miller • [email protected]

Ten years ago, it would have been unthinkable that anorganisation in the U.S. would have had as its Newslettereditor someone based in London. The logistics wouldhave been impossible. Then along came the email revolu-tion and suddenly the world has shrunk to the size of acomputer screen. Even so, this first Newsletter has pro-vided a steep learning curve for me – I’m far more usedto directing and teaching than I am to collating and edit-ing articles. But this has been a great way of being ableto be in touch with old and new friends and colleagues,and I have certainly appreciated that. Particular thanksgo to Leora and Nicole at JESNA, and to Lisa, our NRJEChair, for all their support and help with this edition ofthe Network Newsletter. Finally, the Newsletter is anopportunity for a different kind of writing than theJournal. I look forward to receiving news and articlesfrom many of you for our next, Spring 2006 Newsletter.

A RTICLES FOR THE SP RING 2006 NEWSLET TER SHOULDRE A CH ME BY THE FIRST WEEK OF MARCH 2006 [email protected]

ON THE SHOULDERS OF GIANTSLisa Grant, Chair • [email protected]

In 1996, my first year as a doctoral stu-dent, my advisor asked me if I had some-thing to submit to the Network forR e s e a r ch in Jewish Education conferencethat was scheduled to take place in

Jerusalem that year. I had just finished a paper for acourse that I thought might be appropriate so I sent it offfor review. To my surprise, it was accepted and off I went.The paper explored Jack Mezirow’s theory of transforma-tive learning, which ultimately became a foundationalpiece of the theoretical framework for my dissertation andlater research on adult Jewish learning. As a newcomer tothis world, I was warmly welcomed and fully acceptedinto this community of colleagues who asked probingquestions of each other in a way that demonstrated careand concern not just for the scholarship but for the sch o l-ar as well. I knew I had found mentors and conversationpartners who would provide intellectual enrichment andsupport for my continuing growth. (continues)

THE NETWORK FOR RESEARCH IN JEWISH EDUCATION< 1 >

NEWSLETTER OF THE Number 24 • Fall 2005 / 5 7 6 6

TABLE OF CONTENTS

1 A Word from Your Newsletter Editor • Helena MillerOn the Shoulders of Giants • Lisa Grant

2 Notes from the 19th Annual Conference 20053 Invitation to the 20th Annual Conference 2006

The Longest Running Social Drama: Now Playing at a Congregation (of Learners) Near You • Isa Aron

4 Journal of Jewish Education – Call for Papers NRJE 2006 Young Scholars‘ Award

6 Conferences of Interest7 Changes to the Membership Calendar

Annual Research Update14 News from Our Members

NETWORK OFFICERSStuart Charmé ………… 2005 Program ChairCarol Ingall …………………… Past ChairLeora Isaacs …………………… SecretaryLisa Grant ………………………… ChairJo Kay ……………… 2006 Conference ChairHelena Miller ……………… Newsletter EditorAlex Pomson ………… Immediate Past ChairJoe Reimer ………… 2005 Conference ChairWendy Rosov …………………… TreasurerAlex Sinclair …………… 2006 Program ChairLeah Strigler ………… Graduate Student Rep.Sarah Tauber ………… Graduate Student Rep.

Michael Zeldin …………… Senior Editor, JJE

Nicole Ray ……………… Newsletter Design

ADDITIONAL COPIES MAYBE OBTAINED AT:

http://jesna.org/pdfs/re_netres24.pdfor by contacting

JESNA at:

111 Eighth Avenue11th Floor

New York, NY 10011-5201

212.284.6878 tel212.284.6951 fax

[email protected]

(continued from p. 1)

From that point on, I have been an active member of theNetwork for Research in Jewish Education, presenting atalmost every conference since and serving on the execu-tive committee as a graduate student representative, as aconference ch a i r, a program ch a i r, and now as the overallchair of the Network. Assuming this role is a humblingand awesome task, given the dedication, grace, andaccomplishments of those in whose footsteps I follow.The fruits of their labors have created a robust and thriv-ing Network that provides a home for the production andsharing of the most significant research in Jewish educa-tion that is taking place today. Our annual conferenceskeep getting better and better. Our membership rankskeep expanding with graduate students, practitioners, andcolleagues from Jewish education and other disciplineswho find the Network to be an exciting venue for thepresentation of their work. And, our new Journal ofJewish Education has already elevated the field in termsof the quality, range, and depth of scholarship.

This year, we are at work on a number of small and largech a n ges that we hope will improve communication ando u t r e a ch. Thanks to Alex Sinclair, the program chair ofour 2006 conference, we now have our own internetdomain – www.nrje.org. Likewise, building on the greatwork of Stuart Charme, last year’s program ch a i r, Alex isworking hard on form and substance for the 2006 confer-ence that will take place June 4-6 at Hebrew Un i o nC o l l e ge in New York, including the development of on-line proposal submission and registration processes for the2 0 06 conference.

Another wonderful enhancement is the creation of theposition of NRJE newsletter editor and with this issue wewelcome Helena Miller to that post. One further positionthat I hope to fill this year, is that of a membership out-r e a ch coordinator. Anyone interested in taking on thisessential role or learning more about it are invited to con-tact me soon!

During my tenure as ch a i r, I hope that toge t h e r, we willstand on the shoulders of these accomplishments and con-tinue to grow both in terms of membership and thebreadth of our scholarship. At the same time, we willstrive to preserve a culture of warmth and welcome, ofcritical colleagueship and collaboration. I invite you all towork in partnership with me to achieve these goals.

NOTES FROM THE 19TH ANNUAL CONFERENCE 2005Stuart Charmé, 2005 Program Chair • [email protected]

The 19th Annual Conference of the Network was held atBrandeis University from June 5-7, 2005. The conferenceset a new record for the number of proposals submitted,presentations on the program, and people attending theconference. This increase was probably the result of boththe natural growth of the Network and a new more flexi-ble presentation proposal process. The program included4 breakfast roundtables, 5 spotlight sessions, 7 consulta-tions, 24 presentations, and 2 plenary sessions.

Post-conference evaluations from participants indicatedthat the conference was an overall success. There weremany rich and stimulating sessions that participants men-tioned as highlights of their conference experience. Th emost frequently mentioned were the Spotlights on JewishI d e n t i t y, on Pluralism in Jewish Education, and ont e a cher development; the plenary on the interface of aca-demic scholarship in Jewish studies and pedagogical issuesin Jewish education; and the presentations on Jewish days chools. And many other sessions touching issues such asJewish education in Mexico, Jewish education forGeneration X, congregational issues, and adult Jewishlearning were also popular.

Beyond the specific academic content of conference ses-sions, participants reported the more informal benefits ofthe Network conference. These included the opportuni-ties for connecting with old colleagues and getting toknow new ones, the collegial atmosphere, and the rangeof new and exciting ideas floating in the air around theconference at meals, at breaks. Of course, the participantsalso produced a long list of suggestions for improvementof the conference, which has been shared with theProgram Chair of the 2006 Network Conference. So wecan all be confident that the annual conferences will growfrom strength to strength.


Isa Aron • [email protected]

This paper describes and analyzes the ways in which theprofessional and lay leaders of Congregation Beth Am inLos Altos Hills, California, have dealt with a dilemma fac-ing most congregational schools – whether or not to givein to parental pressure to cut the number of days of reli-gious school from three to two (or, in some congrega t i o n s ,from two to one). Following Joseph Reimer, who usedthe anthropological concept of a “social drama” in hisanalyses of two similar situations, I treat the case in ques-tion as a social drama which has much to teach us —about the ambivalent feelings of “marginally affiliated”c o n g r e gants, the pressures these congregants put on thes y n a gogue, and the ways a skilled and committed group oflay and professional leaders negotiate the conflict.

The typical “script” of this social drama goes as follows:Pa r e n t s :• Our children are terribly stressed out. • In keeping with Jewish values, the religious sch o o l

should understand our situation, and cut back on itsr e q u i r e m e n t s .

• There are many other parents who share our views.• Many nearby congregations have already cut back

the number of hours; we’d hate to leave this syna-gogue, but….

• We didn’t attend Hebrew school 3 days a week, andwe’re perfectly good Jews (aren’t we?).

Educator and Religious School Committee:• We are ch a r ged by the board to create and maintain

standards of excellence in Jewish education; thesestandards require three days of instruction.

• Look at all the families whose kids went through ourprogram, who were not overly stressed out, and whoare deeply grateful for the excellent education theyreceived.

What makes the case of Beth Am particularly interestingand instructive is the congregation’s commitment to sus-tained reflection and exploration of alternative possibili-ties. Rather than simply close ranks and invoke “stan-dards of excellence,” as the professional and lay leadersin Reimer’s studies did, the leaders of this congrega t i o nsaw the unfolding social drama as an opportunity toe n ga ge in an extended deliberation on the place ofHebrew in the religious school curriculum. They con-vened a task force composed of congregants with varyingpositions on this issue. Over the course of five months, thetask force delved into the goals of teaching Hebrew andexplored a variety of alternative models and curriculara p p r o a ches. The paper discusses both the “official” deci-sions reached at the meetings and the behind-the-scenesundercurrents in the process. In the end, the task forcechose to maintain the three day structure, but to consideran alternative model in future years. The current statecan best be seen as an “intermission” in a drama that willmost likely have many more acts.


INVITATION TO THE 20TH ANNUAL CONFERENCE 2006Alex Pomson, Immediate Past Chair • [email protected]

The NRJE is proud to announce that its 2006 Conference will take place June 4th-6th, at the Hebrew Union College– Jewish Institute of Religion, New York. The Call for Papers for this conference is available online at www. n r j e . o r g ,and if you have never submitted a proposal before, we urge you to consider doing so this year.

Because of its location, the conference may end up being one of the largest in our history. We hope that its robustnumbers will lead to even more opportunities for dialogue, learning, and networking, without losing that special colle-gial warmth that so characterizes the NRJE .

The call for papers has one slightly new format this year: the Consultation over Coffee format, which will provide a moreinformal dialogue and feedback mechanism for projects and ideas that are at the early stages of their research lives.

The Program Chair this year is Dr. Alex Sinclair, of the Jewish Theological Seminary, and the Conference Chair is D r. Jo Kay, of HUC-JIR. Questions to the former, concerning the call for papers, the proposal submission process, and the program itself, can be emailed to programch a i [email protected]; questions to the latter, concerning logistics, accommodations,food, transportation, or anything relating to the site of the conference, can be emailed to [email protected].

We look forward to seeing you in New York in June and to a vibrant conference of research, discussion and collaboration.

THE LONGEST RUNNING SOCIAL DRAMA, NOW PLAYING AT A CONGREGATION (OF LEARNERS) NEAR YOU

JOURNAL OF JEWISH EDUCATION ANNOUNCES A CALL FOR PAPERS

The Journal of Jewish Education, the journal of theNetwork for Research in Jewish Education, accepts sub-missions throughout the year for publication in futureissues. Only submissions for themed issues are subjectto specific deadlines.

Manuscripts for all issues should be submitted accordingto the Instructions for Authors available online at theJournal of Jewish Education website: h t t p : / / w w w. t a n d f . c o . u k / j o u r n a l s / a u t h o r s / u j j e a u t h . a s p

Specific questions regarding submissions should be direct-ed to JournalofJE d@a o l . c o m .

UPCOMING THEMED ISSUES

The Preparation of Rabbis for the Modern RabbinateIntent to submit requested by January 1, 2006; Manuscript due by July 1, 2006

The traditional role of the rabbi is that of a teach e r.H o w e v e r, the modern rabbinate demands much more, andthere has been relatively little research directed towardunderstanding how rabbis are being prepared for themany roles they are now asked to fill. Among these rolesare creators of informal educational experiences, teach e r sof adults, teachers of youth, supervisors of other profes-sionals, leaders of congregations, spiritual guides, pastoralcounselors in the many contexts in which such counselingcan take place, teachers of text, raisers of funds, manage r sof life milestone events, preparers and deliverers of ser-mons, mediators of congregational conflict, controversy,and ch a n ge, collaborators with Board members and layleaders, builders of positive relationships with their com-munities, and more.

The J o u r n a l is interested in research that addresses one ormore of the above areas. Papers can include descriptiveor comparative research about a range of traininga p p r o a ches and recipient characteristics, analysis of prepa-ration experiences from the perspective of rabbis as wellas lay leaders and congregants, and other forms ofr e s e a r ch . International perspectives are welcome.Successful articles will describe the context of theiri n q u i r y, detail the research methods used, highlight keyf i n d i n gs, and discuss implications not only for the educa-tion of rabbis but also linkages to other aspect of Jewishe d u c a t i o n .

Curriculum Integration Revisited and ResearchedIntent to submit requested March 1, 2006; Manuscript due by January 1, 2007

Writing in Jewish Education (the forerunner of this jour-nal) in the winter of 1978, Bennett Solomon analyzed awidespread interest in the correlation or “integration” ofgeneral and Jewish studies in Jewish schools. Over the fol-lowing years, Solomon’s analysis has provided the startingpoint for vigorous debate around the problems and possi-bilities for the curriculum integration of Jewish and ge n-eral studies.

Taylor & Francis, publishers of this journal, are digitizingSolomon’s piece making it available online to subscribers.To mark this occasion, the J o u r n a l will to revisit some ofSolomon’s assumptions and conclusions. The J o u r n a linvites papers that research the purposes and practices ofcurriculum integration. Research studies from diverse set-t i n gs as well as those that employ a wide range of researchmethodologies and conceptual pieces are welcome. Pa p e r smay explore this topic from within a variety of disciplinesand intellectual perspectives. The J o u r n a l also welcomesinquiries into the ramifications of integration, for examplein relation to teacher education, school organization, andthe assessment of learning. Successful articles will describethe context of their inquiry, detail the research methodsused, highlight key findings, and discuss implications forthe field of Jewish education and other cognate fields.

Teaching and Teacher DevelopmentIntent to submit requested by January 1, 2007; Manuscript due by July 1, 2007

For many centuries, studying, teaching and learning havebeen perceived and cultivated as important values ofJewish life and culture. From the biblical dictum “teachyour children diligently” to rabbinic narratives about thenature of the relationship between teacher and student,from the emphasis on hevruta learning (a special kind ofpartner in learning) to ideas about what subjects canappropriately be taught at given ages, Jewish tradition hasexpressed its interest in a wide array of themes that areconnected to teaching and learning. Recent interest intopics related to teaching, learning and learning to teachinvite us to attend to these areas in the contexts of Jewisheducation.

The J o u r n a l invites articles that explore current issues andch a l l e n ges in Jewish Education related to teaching, learn-ing and learning to teach, including research about the

NEWSLETTER OF THE NETWORK FOR RESEARCH IN JEWISH EDUCATION< 4 >

preparation and professional development of teach e r s ,their classrooms, their students and the families and com-munities with whom they work. Research is to be under-stood broadly and submissions can fall into one of threebroad categories: empirical work, including a variety ofqualitative and quantitative approaches to research; thickdescriptions and analysis of programs and practices; andconceptual analyses, which may include philosophical orhistorical studies. Successful articles will describe thecontext of their inquiry, detail the research methods used,highlight key findings, and discuss implications for thefield of Jewish education and other cognate fields.

NRJE 2006 YOUNG SCHOLARS’ AWARDS

In 1999, the Network for Research in Jewish Educationestablished a Young Scholars Fund designed to assist grad-uate students through annual grants in support of individ-ual research projects. The purpose of the Young Sch o l a r s 'Award is to support the work of doctoral candidates whoare present or potential members of the Network and whoshow promise as future contributors to its intellectualv i b r a n c y.

• Grants are awarded yearly to individuals who aremembers of the Network (student membership fee is $50).

• Grants will be considered for amounts from $ 5 0 0 - $ 2 , 0 0 0

• Grants may be used for expenses such as books andpublications, travel, technical and/or clerical support,p u r chase of equipment and ch i l d - c a r e .

To apply for a grant, please send an email with a letter ofintent (as an attachment) that describes your researchproject and the progress you have made to date. A sepa-rate attachment should include a brief (2-3 pages) propos-al or abstract of work already completed.

The following information must be Included in the letterof intent:• The name of the program in which you are enrolled• The name(s) of those guiding your research• How the funds provided by the Network will be used

In addition, indicate other funding sources (excludingpersonal and family support) that you have received dur-ing your graduate studies.

Projects are evaluated for their quality of exposition; the

potential for the goals of the project to be realized; thee n ga gement of the research with relevant literatures; andespecially the envisioned contribution to the sch o l a r s h i pof Jewish education. Award-winning projects are onesthat have the potential to present significant advances ink n o w l e d ge or in methodology to carry the field forward.

Deadline for receipt of letters of intent for grants to bemade in the spring of 2006 is March 15, 2006. The grantcommittee will ack n o w l e d ge receipt of all Letters of Intentand, if necessary, will request further information.

Please send all application materials via email to DianeS chuster at dt.sch u s t e [email protected]. In the subject line,indicate “Young Scholars’ Aw a r d s . ”

Last year, Beth Cousens, a doctoral candidate at Brandeisand Allen Selis, a doctoral candidate at the University ofMaryland shared this award. Read about their researchprojects below.


ALLEN SELLIS

Take one Jewish Studies educator with training inthe black hat Yeshiva world. Add twenty teenagestudents from Reform, Modern Orthodox andConservative back grounds. Place them together inthe classroom of a pluralistic community day sch o o l ,and what do you get?

Here others may find an enigmatic headache, Ifound a compelling question about how a heterodoxgroup of Jews work to create community. Over thecourse of the next ye a r, I will spend eight monthspeering into the life of one such classroom. As ane t h n o graphic field worker, I intend to learn someimportant lessons about how individuals negotiatethe culture of their classrooms, schools and communi-ty. Ultimately I hope that these discoveries willstrengthen the field of Jewish Day school educationby suggesting models of how diverse Jewish learningenvironments can flourish.

I am honored to be a co-recipient of this ye a r ’ sYoung Scholars award. Funds from this award willoff set my travel and transcription costs, as well asthat most important outlay: child care expenses.Thank you to NRJE for considering the importanceof all three costs.

CONFERENCES OF INTEREST

REFRAMING JEWISH DAY SCHOOL EDUCATION WORLDWIDE: THESCHOOL IN THE COMMUNITY ~ COMMUNITY IN THE SCHOOLThe Melton Centre for Jewish Education at the HebrewUn i v e r s i t y, in partnership with the Joint DistributionCommittee, the Education Department of the JewishA gency for Israel, and the Partnership for Excellence inJewish Education is pleased to announce an internationalconference, “Reframing Jewish day school educationworldwide: the school in the community ~ community inthe sch o o l . ”

DATES: June 27-29, 2006 .LOCATION: The Hebrew Un i v e r s i t yFOCUS: The conference is intended to provoke new ways ofthinking about the social functions of Jewish day sch o o l s ;e x t e r n a l l y, in terms of their role within the larger Jewish

c o m m u n i t y, and internally in the relationships and com-mitments they cultivate among children, parents and pro-fessionals. An important element in the conference will bean attempt to derive insights from a comparison of all-dayJewish schools in Eastern Europe/FSU with those inNorth America.

The conference will address the following guiding questions:• What is the relationship between day schools and

communities beyond the classroom?• What educational goals are compatible with the

cultivation of community in sch o o l ?• How can community be cultivated in schools with

diverse populations?• What comparative contexts can sharpen understanding

of community building in Jewish sch o o l s ?• How does social and cultural context influence the

Jewish school’s role in the community?

CALL FOR PAPERS:If you are interested in presenting a paper, please send apaper abstract by December 1, 2005 to StephenMarkowitz, [email protected] or Alex Po m s o [email protected] There will be a “blind review”of all abstracts. Notification of the outcome of the reviewwill be sent out by February 1, 2006.

Send the Abstract of the paper without names stating: 2. Title of Paper 1200 word Abstract of the Pa p e rSend cover sheet and abstract via email attachments savedas Word documents by December 1, 2005 tom s m a r k o @ m s c c . h u j i . a c . i l

For information about the conference, please see the con-ference website at http://melton.huji.ac.il/sch o o l a n d c o m-munity or email: [email protected]

CONFERENCE CHAIR: Alex Pomson, Melton Centre for JewishEducation, Hebrew Un i v e r s i t yCONFERENCE COORDINATOR: Stephen Markowitz, Melton Centrefor Jewish Education, Hebrew Un i v e r s i t y

PEJE ASSEMBLY FOR JEWISH DAY SCHOOL EDUCATION

DATES: M a r ch 19 – 21, 2006LOCATION: The Sheraton Boston, Boston, MAThe Assembly is geared for day school professional andvolunteer leaders as well as community leaders dedicatedto Jewish Day school leadership.

KEYNOTE SPEAKER: RON HEIF ETZ, Professor at Harvard’sKennedy School will speak on ADAPTIVE LE A DERSHIP


BETH COUSENS

At the time of the Network conference, I had complet-ed half of the field research for my dissertation,“ Tradition, Spirit and Texts in the City: Examiningthe Jewish Growth of Adults in their Twenties andThirties.” I am exploring the Jewish growth of adultsin their 20s and 30s, crafting a case study of a sy n a-gogue-based project in Boston. After ethnogr a p h i cobservation of Torah study, Fr i d ay night sy n a g o g u eand living room worship, Shabbat dinners and anIsrael experience, and after participant and educatorinterviews, I am identifying patterns of Jewishnessand Jewish growth of this population related to theneeds of the teachers and learners shared authority inthe classroom, constituents simultaneous irreverenceand respect for tradition, the import of Jewish com-m u n i ty for some members of this population, and thepopulation’s personalization of the tradition as theyattempt to make it meaningful to them.

This award will help me to travel to other communi-ties to understand other community projects and willallow me to pay the on-going entrance fees for eventsthat I will research and to purchase books and othera r t i fa c t s .

This award is testament to the Network’s growth inthis field. I am grateful and will do my best to add asm u ch to this community as it has offered to me.

CAJE CONFERENCE

DATES: August 6 – 10, 2006LOCATION: Duke Un i v e r i s t y, Durham, NC

CA JE (The Coalition for the Advancement in JewishEducation) is synonymous with excellence and profession-al advancement! Its mission is to promote excellence inJewish education across the spectrum of Jewish life.

Through its research and its conferences, CA JE works topromote excellence in the areas of Judaic content, peda-gogic skills, and the culture of education. The currentwork of the organization includes a focus on Jewish edu-cators working in congregational schools, early ch i l d h o o ds e t t i n gs, and day sch o o l s . In addition, CA JE seeks toincrease the enga gement of those between the ages of 25– 35 in providing quality Jewish education to knowledge -seekers at all levels and in all settings .

R e s e a r ch relating to recruitment and retention of, as wellas salaries and benefits accorded to, Jewish educators; theimportance of early childhood Jewish education as a ga t e-way to Jewish life; and the numbers of Jewish educatorsand students in formal educational settings in NorthAmerica are among the studies the organization has con-d u c t e d .

CA JE’s conferences offer professional development andTorah Lishma, as well as means of networking with peersi n f o r m a l l y.

The focus of CA JE 31, August 6-10, 2006, at DukeUniversity in Durham, NC, will be on Jewish literacy.What does a Jew need to know about Judaism? Is there acanon, an agreed-upon core of knowledge and experi-ence? If the goal is the creation of sacred community,what is the relationship between what we teach and howwe teach it? These are among the issues that will formthe contextual background for the Conference.

S i m i l a r l y, the Conference for Early Childhood and DayS chool Educators will continue to concentrate on specific,common, vexing issues faced in the classroom. To be heldS u n d a y, June 25 through We d n e s d a y, June 28 in NewYork, the 2006 conference will feature in-depth workshopexperiences with significant educational thinkers andp r a c t i t i o n e r s .

For information about CA JE, its work, its research, and itsconferences, please go to www.caje.org.


CHANGES TO THE MEMBERSHIP CALENDAR

As a result of the Network assuming ownershipof the Journal of Jewish Education, we haveadjusted our membership cycle to correspond tothe calendar year. This means that annual mem-bership dues for the 2004/5 year covered aneighteen month period that expires on December31, 2005. At that time, renewals will be due forthe 2006 calendar year. Annual dues are $50 forstudents and $75 for all others. This includes asubscription to the Journal. Please go towww.nrje.org and follow the instructions torenew your membership. Checks should be madepayable to the Network for Research in JewishEducation and sent to:

c/o JESN A111 Eighth Avenue, 11th Floor

New York NY 10011

Thank yo u !

ANNUAL RESEARCH UPDATE

Each year, the Journal of Jewish Education makesavailable to its readers an annotated bibliographyof the most current research in Jewish education.Criteria for listing in the annual update includethat the research contains data relevant to Jewisheducation and that a report on the research isavailable to scholars online or that the authorand/or sponsoring agency will provide access tothe report. Researchers and institutions wishing tohave research reports included in future ResearchUpdates may submit information about how toaccess the research report to JournalofJE d @ a o l . c o m .

NEWS FROM OUR MEMBERS

OFRA BACKENROTH has been appointed assistant professor ofJewish Education at Gratz College

SHANI BECHHOFER has been awarded her doctorate fromNorthwestern University and been appointed assistant pro-fessor at the Azrieli School at Yeshiva Un i v e r s i t y.

CAROL INGALL received a Merit award from JTS to work onan anthology of portrats of women who have made signifi-cant contributions to American Jewish Education

BEN JACOBS has been appointed as assistant professor ofSocial Studies education at the college of education andHuman Development, and as a core member of theCentre for Jewish Studies faculty at the University ofM i n n e s o t a .

ALEX POMSON has recently published Pomson ADM (2005)“One classroom at a time? Te a cher isolation and commu-nity viewed through the prism of the particular,” Te a ch e r sCollege Record, 104(4): 78 3 - 802Pomson ADM (2005) “ Pa r o chial school satisfactions: Wh a tr e s e a r ch in private Jewish day schools reveals about satis-factions and dissatisfactions in teachers’ work,”Educational Research, 47 (2): 163-174

JENNIFER ROSENBERG has recently become the Director ofR e s e a r ch for UJ A -Federation of New Yo r k

MICHAEL SHIRE has been appointed Acting Principal of theLeo Baeck College – Centre for Jewish Education and willpublish Shire M “A Jewish Theology of Childhood” inR e l i gious Perspectives on Sprituality inChildhood andAd o l e s c e n c e , S. Sasso et al (eds), New York: Roman andLittlefield (Spring 2006 )


20TH ANNUAL CONFERENCE of the NETWORK FOR RESEARCH IN JEWISH EDUCATION

SAVE THE DATEJUNE 4 - 6, 2006

HEBREW UNION COLLEGE - JEWISH INSTITUTE OF RELIGIONNEW YORK

NRJE 24 Fall 2005

Documents

Transcript of NRJE 24 Fall 2005