عنوان

Jewish Education at Eisner Camp 1993-2018:

Number

TLpq2390728720

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Jewish Education at Eisner Camp 1993-2018:

General Material Designation

[Thesis]

First Statement of Responsibility

Grinberg, Wendy

Title Proper by Another Author

Goals, Methods, and Forces for Stasis and Change

Subsequent Statement of Responsibility

Kress, Jeff

Name of Publisher, Distributor, etc.

The Jewish Theological Seminary of America

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

228

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

The Jewish Theological Seminary of America

Text preceding or following the note

2020

Text of Note

This study is a mixed-method study using semi-structured interviews, document review and participant observation to understand the consistency or changes in the approach to Jewish education at one Reform Jewish summer camp, Eisner Camp in Great Barrington, Massachusetts, over the past 25 years. The study covers the changes in Jewish education at Eisner Camp from 1993 to 2018, with data from a wide variety of sources, including interviews of directors, assistant directors, faculty members, and directors of the Limud (designated Jewish education time) program. While an hour of formal teaching in a camp setting is often perceived as out of place, this research shows that time set aside for Jewish education plays a role in the Jewish educational model of socially contextualized learning that is Jewish summer camp. Theories of organizational change are applied to understand the variety of forces at play and the reason for different degrees of stasis and change, focusing on the socio-cultural context in which camp is situated. The researcher also applies the theory of legitimate peripheral participation to help explain the holistic approach to goals and methods and the dynamic of change in this case. Understanding Jewish camp education in this way can help camp educators design the educational experience and may have implications for other Jewish educational settings that have complementary goals.

Camping

Educational change

Educational goals

Educational methods

Legitimate peripheral participation

Organizational change

Grinberg, Wendy

Kress, Jeff

Electronic name

p

[Thesis]

276903

a

Y