Levisohn Jon (124 results)

Paperback. Condition: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Paperback. Condition: Very Good. Open Books is a nonprofit social venture that provides literacy experiences for thousands of readers each year through inspiring programs and creative capitalization of books.

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Condition: Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc.

paperback. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

Paperback. Condition: Very Good.

Paperback or Softback. Condition: New. Advancing the Learning Agenda in Jewish Education. Book.

Paperback or Softback. Condition: New. Beyond Jewish Identity: Rethinking Concepts and Imagining Alternatives. Book.

Condition: New.

Condition: New.

Condition: New.

Paperback or Softback. Condition: New. Turn It and Turn It Again: Studies in the Teaching and Learning of Classical Jewish Texts. Book.

Condition: New.

Condition: New.

Paperback. Condition: New. Jewish educational projects and programs are thriving, attracting philanthropic support for exciting and creative approaches in every sector and setting. But underneath that energy, we are not as clear as we ought to be about desired outcomes, the kinds of learning needed to achieve these, and how those kinds of learning actually occur. This volume is the first of its kind to bring together scholars from inside Jewish education and from the learning sciences. It offers a set of critical perspectives on learning, sometimes borrowing models from other domains (such as science) and sometimes examining specific domains within Jewish education (such as havruta learning or the learning of Jewish history). Collectively, these contributions will help to advance a smarter, sharper conversation about Jewish learning that matters.

Paperback. Condition: new. Paperback. "'Jewish identity' is such a complex idea-neither simply a religious, nor cultural, nor ethnic 'identity,' but all of those things combined (and more). This important volume rejects narrow definitions and resists the way that 'identity' has been oversimplified and flattened in Jewish communal contexts. Along the way, it offers new paths for other communities struggling with concepts of identity to follow as well."- Felicia Herman, Executive Director, Natan FundThere is something deeply problematic about the ways that Jews, particularly in America, talk about "Jewish identity" as a desired outcome of Jewish education. For many, the idea that the purpose of Jewish education is to strengthen Jewish identity is so obvious that it hardly seems worth disputing-and the only important question is which kinds of Jewish education do that work more effectively or more efficiently. But what does it mean to "strengthen Jewish identity"? Why do Jewish educators, policy-makers and philanthropists talk that way? What do they assume, about Jewish education or about Jewish identity, when they use formulations like "strengthen Jewish identity"? And what are the costs of doing so?This volume, the first collection to examine critically the relationship between Jewish education and Jewishidentity, makes two important interventions. First, it offers a critical assessment of the relationship between education and identity, arguing that the reification of identity has hampered much educational creativity in the pursuit of this goal, and that the nearly ubiquitous employment of the term obscures significant questions about what Jewish education is and ought to be. Second, this volume offers thoughtful responses that are not merely synonymous replacements for "identity," suggesting new possibilities for how to think about the purposes and desired outcomes of Jewish education, potentially contributing to any number of new conversations about the relationship between Jewish education and Jewish life. Examines the relationship between Jewish education and Jewish identity. The book offers responses that are not merely synonymous replacements for ""identity"". With a selection of more critical essays, the quthors begin to expand, rather than replace, the array of ideas that the term ""identity"" is so often used to represent. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condition: new. Paperback. Jewish educational projects and programs are thriving, attracting philanthropic support for exciting and creative approaches in every sector and setting. But underneath that energy, we are not as clear as we ought to be about desired outcomes, the kinds of learning needed to achieve these, and how those kinds of learning actually occur. This volume is the first of its kind to bring together scholars from inside Jewish education and from the learning sciences. It offers a set of critical perspectives on learning, sometimes borrowing models from other domains (such as science) and sometimes examining specific domains within Jewish education (such as havruta learning or the learning of Jewish history). Collectively, these contributions help to advance a smarter, sharper conversation about Jewish learning that matters. This volume is the first of its kind to bring together scholars from inside Jewish education and from the learning sciences to address core elements of Jewish education: its desired outcomes, the kinds of learning needed to achieve these, and how those kinds of learning actually occur. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condition: New. This volume, while not the first to explore and critique the concept of Jewish identity, makes two important interventions into contemporary understandings of American Jewish life. It is the first collection to critically examine the relationship between Jewish education and Jewish identity. Insofar as Jewish identity has become the most popular way to talk about the desired outcome of Jewish education, a critical assessment of the relationship between education and identity is both useful and necessary. It is useful because the reification of identity has, we believe, hampered much educational creativity in the rather single-minded pursuit of this goal. It is necessary because the nearly ubiquitous employment of the term obscures a whole set of significant questions about what Jewish education is and ought to be for in the first place.Second, this volume offers responses that are not merely synonymous replacements for "identity." With a selection of more critical essays, we hope that we can begin to expand, rather than replace, the array of ideas that the term "identity" is so often used to represent.As scholars of Jewish education, the authors of this book hope their work contributes to any number of new conversations about the relationship between Jewish education and Jewish life. The intention here is to move from critical inquiry (in Part I of the volume) to suggestive possibilities (Part II). The true measure of this effort, of course, lies in the hands of the readers, those who will advance our understanding of the complexities of American Jewish education and life-beyond Jewish identity.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Paperback or Softback. Condition: New. Teaching and Learning in Jewish Day Schools. Book.

Paperback. Condition: new. Paperback. The study of classical Jewish texts is flourishing in day schools and adult education, synagogues and summer camps, universities and yeshivot. But serious inquiry into the practices and purposes of such study is far rarer. In this book, a diverse collection of empirical and conceptual studies illuminates particular aspects of the teaching of Bible and rabbinic literature to, and the learning of, children and adults. In addition to providing specific insights into the pedagogy of Jewish texts, these studies serve as models of what the disciplined study of pedagogy can look like. The book will be of interest to teachers of Jewish texts in all contexts, and will be particularly valuable for the professional development of Jewish educators. This diverse collection of empirical and conceptual studies illuminates particular aspects of the teaching of Bible and rabbinic literature to children and adults. In addition to providing specific insights into the pedagogy of Jewish texts, these studies serve as models of what the disciplined study of pedagogy can look like. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: new.

Condition: New.

Paperback. Condition: Brand New. 242 pages. 9.00x6.00x0.55 inches. In Stock.

Condition: New. Series: Jewish Identities in Post Modern Society. Num Pages: 435 pages, black & white illustrations. BIC Classification: HRJ. Category: (G) General (US: Trade). Dimension: 229 x 152 x 22. Weight in Grams: 594. . 2014. Paperback. . . . .

Paperback. Condition: New. The study of classical Jewish texts is flourishing in day schools and adult education, synagogues and summer camps, universities and yeshivot. But serious inquiry into the practices and purposes of such study is far rarer. In this book, a diverse collection of empirical and conceptual studies illuminates particular aspects of the teaching of Bible and rabbinic literature to, and the learning of, children and adults. In addition to providing specific insights into the pedagogy of Jewish texts, these studies serve as models of what the disciplined study of pedagogy can look like. The book will be of interest to teachers of Jewish texts in all contexts, and will be particularly valuable for the professional development of Jewish educators.

Paperback. Condition: new. Paperback. Examines how day schools are educating diverse Jewish youth in a variety of content areas. Teaching and Learning in Jewish Day Schools offers an important analysis of Jewish day school classrooms today. In light of difficulties initiating, evaluating, and sustaining educational innovation, this volume takes stock of what is happening among students and teachers in contemporary Jewish day school classrooms. The authors of this volume confront and question several bedrock principles of Jewish education to address how day schools intersect with broader societal issues including race and gender. They point to themes and topics that scholars and practitioners are grappling with to explore new potential pathways to evaluating student learning and learning outcomes: assessing core subject areas; understanding the ways social and environmental factors contribute to learning; and studying how race, ethnicity, class, and gender shape student learning and school culture. The chapters address topics relevant to educators working in contemporary Jewish day schools including Zionism, the outcomes of Israel education, Jewish engagement, the experience of Latinx students, community building, and more. "This volume seeks to better understand how day schools are educating diverse Jewish youth in a variety of content areas. The authors question some bedrock principles of Jewish education, address how day schools intersect with broader societal issues like race and gender, and reveal potential future directions"-- Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.