Journal of Jewish Education

A recent census of Jewish children in the US found that while enrollment in supplementary schools has declined, it still amounts to approximately half of non-Orthodox K-12 students receiving a Jewish education. Anecdotally, one hears about a variety of new structures, curricula, and teaching methodologies. We are interested in publishing studies that take a close look at the full range of part-time schools^[1], whether conventional or innovative.

Among the questions we hope to address in this issue are the following:

• What are the different types of part-time instructional programs? Can one distinguish these types according to the “movements” that sponsor them, the settings which they occur, the ideologies that they espouse, or any other criteria? What kinds of families and students are drawn to these different types of schools?
• To what extent do changes in religious schools reflect the changes in Jewish life and Jewish institutions in the past two decades? Changes in American Jewish families? Trends in public education? A more nuanced understanding of who the students are? Commitments to diversity, equity, and inclusion?
• How have the goals of these programs evolved? To what extent have these changes been structural? To what extent have they been curricular?
• To what extent have funders such as Federations, foundations and individual donors influenced the shape of part-time schools?
• Who are the leaders of these programs? Who are the teachers?
• What have been the benefits of new approaches to professional development for both teachers and educational leaders?

^[1] This category includes congregational schools, complementary schools, Hebrew schools, religious schools, Sunday schools, afterschool programs, supplemental schools, Talmud Torahs, alternative supplemental education programs, and more.

Intents to submit should be sent by October 30, 2023 to [email protected]

We welcome papers by both academics and practitioners who utilize a range of historical, anthropological, sociological, educational, philosophical, and psychological frameworks^[1].

^[1] Guidelines specific to the submission of manuscripts in the categories of reflective practice and action research can be found here

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