Jewish Educational Leadership invites articles for the Spring 2022 issue focusing on:

Reinvigorating the Classroom

For much of the past two years we’ve invested great energies in making education work outside of the regular classroom. With the shift back to classroom learning, we’d like to shift our focus back to the classroom with an eye toward invigorating our teaching and learning. This issue of the journal explores understandings and practices that can help make our Jewish studies learning more effective, the sometimes-small reorientations or changes which can add important dimensions to learning that enhance understanding. This issue of the journal focuses on translating our understanding of how learners learn into practical application in the Jewish studies and Hebrew language classrooms. We are particularly interested in ideas which are evolutionary rather than revolutionary, that is, ideas which a range of teachers can easily adapt into their current practice.

We will be exploring questions such as (but not limited to):

  • How can teachers activate multiple modes of learning and addressing varied learning styles in their classrooms?
  • How do we activate multiple modes of learning on the high school level without sacrificing intellectual rigor?
  • How can brain science inform teaching that will maximize student learning in Jewish studies?
  • What is the optimal balance between teacher presentation and active student work?
  • What would Universal Design for Learning look like for studying Jewish texts?
  • How can carefully crafted visuals, tech tools, or media aid in understanding and conceptualizing content?

The journal welcomes specific examples of changes made to Jewish studies teaching which made a substantive impact on student learning.

Please send abstracts or queries for all submissions to the Editor-in-Chief by December 5, 2021.

Jewish Educational Leadership is a professional journal intended for teachers, educational leaders, and interested laypeople spanning the denominational spectrum and across a range of Jewish educational settings. Articles should be 1000-2000 words in length, with no footnotes or academic references.