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Jewish Education at Eisner Camp 1993...

Grinberg, Wendy.

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Jewish Education at Eisner Camp 1993-2018: Goals, Methods, and Forces for Stasis and Change.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Jewish Education at Eisner Camp 1993-2018: Goals, Methods, and Forces for Stasis and Change./
Author:	Grinberg, Wendy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	228 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27829314
ISBN:	9781658494120

Jewish Education at Eisner Camp 1993-2018: Goals, Methods, and Forces for Stasis and Change.
Grinberg, Wendy.

Jewish Education at Eisner Camp 1993-2018: Goals, Methods, and Forces for Stasis and Change. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 228 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--The Jewish Theological Seminary of America, 2020.

This item must not be sold to any third party vendors.

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.

ISBN: 9781658494120Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Camping

Jewish Education at Eisner Camp 1993-2018: Goals, Methods, and Forces for Stasis and Change.
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520 $a 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.
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