The early stages of work on Mapping the Marketplace have provided an opportunity to learn how certain sectors of Jewish education have been affected by the COVID-19 pandemic.
Covering the challenges program providers faced in moving to online learning, the positive “silver linings” of the virtual experience, and the longer-term impacts of reimagining how they do their work, along with information on the experiences of and impacts on program participants.
The participants in Hebrew Union College-Jewish Institute of Religion's Executive M.A. Program in Jewish Education are about to start a new course, the 10th in their two-year degree program.
The early stages of work on Mapping the Marketplace have provided an opportunity to learn how certain sectors of Jewish education have been affected by the COVID-19 pandemic.
A new research study, directed by two scholars who are themselves Jews of Color, is tackling the issue of Jews of Color who have felt the need to affirm their Jewish identity or convince other people that they are, indeed, Jewish.
Gain a better understanding how pivoting to distance learning has unfolded for Jewish education and professional development organizations.
Supported by the Charles and Lynn Schusterman Foundation and Jim Joseph Foundation, the Benenson Strategy Group surveyed 1,001 American Jews nationwide, ages 18-40, from June 29 – July 15, 2020
This bulletin focuses on student responses to the question: “Do you feel that remote learning has set your education back in some way?”
Starting in 2013, when the Jewish Teen Education and Engagement Funder Collaborative came into existence, the Jim Joseph Foundation along with 10 Local Funders and 4 National Funders came together to make a noticeable difference to the outcomes achieved by Jewish teen education and engagement.
This CASJE-supported study investigated how Hebrew is taught and perceived at American part-time Jewish schools (also known as supplementary schools, religious schools, and Hebrew schools).
The Preparing for Entry strand of this inquiry addresses a set of questions that will shed light on what it takes to launch a career in Jewish education and, in turn, what interventions might encourage promising candidates to seek and take up employment as Jewish educators.
The aim of this research is to provide practitioners and philanthropies with rich context on what being Jewish means to these young adults and on how they engage or aspire to engage in Jewish life.
The New York Teen Initiative (NYTI) is the collaborative effort of UJA-Federation of New York and the Jim Joseph Foundation (as funding partners), and The Jewish Education Project (as lead operator) to redefine the New York area’s Jewish teen engagement field.