JESNA - Sosland

Transforming Congregational Education: Lessons Learned and Questions for the Future
Topic: Complementary Education
autothumb.LKI_-_Transforming_Cong_Ed.pdf

autothumb.LKI_-_Transforming_Cong_Ed.pdf

A quiet revolution has been brewing in Jewish education. It began roughly a decade and a half ago, and it has gained momentum steadily ever since. Its aim: to change the image and the reality of what has often been seen as the "black sheep" of Jewish education - the programs of learning for Jewish children, most often located in synagogues, that have come to be known as "Hebrew" or "religious school."

This report focuses on the a broadscale, multi-faceted effort to rethink, re-energize, reform, and re-imagine the educational work of synagogues (and in some cases other providers) so as to make the Jewish learning experience of children and adults a positive, engaging, and impactful one.
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Transforming Congregational Education: Lessons Learned and Questions for the Future (...

A Census of Jewish Supplementary Schools in the United States 2006-2007
Topic: Complementary Education
Created: Jan 2, 2009
A significant percentage of Jewish students in the United States receiving a Jewish education are enrolled in programs that meet on weekends and/or late weekday afternoons when their full day public or private schools are not in session. No single term covers the range of these programs, which are variously referred to as religious schools, Hebrew schools, congregational schools, and more recently as "complementary schools," - i.e. they complement the education offered in public or private schools. Most commonly these programs are known as supplementary schools.

This report presents the findings of the first census of supplementary school enrollment in over a quarter century. It offers key findings and implications for educators and policy makers.

Report on Research for the Lippman Kanfer Institute
Topic: Educational Change
The Lippman Kanfer Institute for Innovation in Jewish Learning and Engagement aims to infuse innovation into the Jewish educational system. The following report provides background information to guide the planning of the Institute. General theory on the diffusion of innovations and the change process is discussed, as well as information about innovation and change specifically in education and Jewish education. Furthermore, findings about the nature of think tanks are shared, since the current vision for the Institute is to be “an action-oriented think tank.” Finally, recommendations for Institute planning are given based on the research.
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