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The responsa literature, in which rabbis answer questions about halachah (Jewish law), is a vast treasury reaching back nearly fifteen centuries; Reform rabbis have been writing responsa since the 1800s. In Reading Reform Responsa, Rabbi Mark Washofsky, PhD, presents a deep dive into this literature, boldly arguing that Reform Judaism is indeed a movement fundamentally based on halachah. By inviting and guiding readers to understand Reform responsa with a critical eye, he shows that our movement has always been informed by Jewish law as well as Reform history. A teacher and mentor of generations of students at Hebrew Union College–Jewish Institute of Religion, Rabbi Washofsky gives us a peek inside his classroom, making Reform responsa—and their history, framing, and context—engaging and accessible for all. Dr. Washofsky masterfully demonstrates the centrality of responsa for the continued vitality of Reform as an authentic stream of contemporary Judaism. Addressing himself to the everyday Jew-in-the-pew, he explains what halachah is, what responsa are, and what makes "Reform responsa" distinctive. ... More importantly, he draws on his expertise as a scholar both of our tradition and of legal and literary theory to teach the non-specialist reader to become a critical reader of responsa. —From the foreword by Rabbi Joan S. Friedman, PhD, Chair, CCAR Responsa Committee Rabbi Washofsky gifts us with a series of informed and sensitive discussions of how Reform Jews should think about and act on specific moral and ritual issues. In doing so, he graphically demonstrates that Reform Judaism's emphasis on personal autonomy is complemented by its insistence that Jewish tradition must play a role in individuals' choices if these decisions are to be not just one's own opinion, but also a recognizably Jewish one. —Rabbi Elliot Dorff, PhD, Past Chair, Committee on Jewish Law and Standards, Rabbinical Assembly Rabbi Mark Washofsky offers us a fascinating entry into and analysis of the Reform Movement's engagement with Jewish law, practice, and values. Where responsa analyze the issues and concerns implicit in a question of immediate practicality posed to a Jewish legal authority, Washofsky analyzes the body of over 1,300 Reform responsa promulgated since the early nineteenth century, pointing out the intellectual and ethical approaches employed, as well as the traditional, philosophical, and scientific resources marshalled to arrive at a persuasive answer. A wonderful read in its own right, this book provides an insider's look at modern liberal Jewish religious thought in action. —Rabbi Amy Scheinerman, author of The Talmud of Relationships Drawing on his deep mastery of classical halachic literature, Reform religious culture, and modern secular legal theory, Mark Washofsky offers insightful and compelling analyses of some of the Reform Movement's most important responsa. Washofsky's special ability to combine rigorous scholarship with his characteristic dry humor, engaging storytelling, and accessible writing style makes Reading Reform Responsa an essential study companion for anyone---clergy, academics, and laypeople alike---who is interested in learning or teaching Reform Judaism's rich tradition of halachic discourse. By inviting the reader to be not just an observer but also a participant in the reasoning and argumentation of responsa, Washofsky teaches us what it means to think halachically in a uniquely Reform way. —Rabbi A. Brian Stoller, Senior Rabbi, Temple Beth-El of Great Neck, NY Those curious about the tradition of responsa in the Reform tradition, or merely about the intersection of Jewish law and modern life, will find much here of interest. A substantial but accessible guide to reading and applying Reform responsa. —Kirkus Reviews
Although the United States Education Mission recommended that the Japanese give serious consideration to the introduction of alphabetic writing, key American officials in the Civil Information and Education Section of GHQ/SCAP delayed and effectively killed action on this recommendation. Japanese advocates of romanization nevertheless managed to obtain CI&E approval for an experiment in elementary schools to test the hypothesis that schoolchildren could make faster progress if spared the necessity of studying Chinese characters as part of non-language courses such as arithmetic. Though not conclusive, the experiment's results supported the hypothesis and suggested the need for more and better testing.
Clear, on-the-ground guidance for Reading Apprenticeship implementation Leading for Literacy provides tools and real-life examples to expand the benefits of a literacy approach that sparks students' engaged reading and thinking across disciplines, from middle school through community college. A companion to the landmark Reading for Understanding, this book guides teachers, leaders, and administrators through the nuts, bolts, benefits, and stumbling blocks of creating Reading Apprenticeship communities that extend a culture of literacy beyond individual classrooms. This book explains how to generate authentic buy-in from teachers and administrators, use the Reading Apprenticeship Framework to turn reform overload into reform coherence, and create literacy teams, professional learning communities, and Reading Apprenticeship communities of practice that sustain an institutional focus on a student-centered, strengths-based culture of literacy. Key insights from Reading Apprenticeship practitioners across the country address how to get started, build momentum, assess progress, and build partnerships and networks across schools, districts, campuses, and regions. Persistently low levels of adolescent literacy continue to short-change students, contribute to discredited high school diplomas, and cause millions of students to drop out of high school and community college. Forty percent or more of community college students require remedial reading courses as college freshman. The researchers at WestEd's Strategic Literacy Initiative developed the Reading Apprenticeship Framework to provide educators with a proven path to improving literacy for all students, and this book provides clear guidance on bringing the framework to life. How to integrate Reading Apprenticeship with existing reform efforts How to use formative assessment to promote teacher and student growth How to coach and empower teachers How to cultivate literacy leadership How to provide long-term support for a strong content-literacy program Nationwide classroom testing has shown Reading Apprenticeship to promote not only literacy and content knowledge, but also motivation and positive academic identity—leading to better student outcomes that reach beyond the classroom walls. Leading for Literacy lays out compelling ways to spread the benefits of Reading Apprenticeship, with practical guidance and real-world insight.
The prize-winning PBS correspondent's provocative antidote to America's misguided approaches to K-12 school reform During an illustrious four-decade career at NPR and PBS, John Merrow—winner of the George Polk Award, the Peabody Award, and the McGraw Prize—reported from every state in the union, as well as from dozens of countries, on everything from the rise of district-wide cheating scandals and the corporate greed driving an ADD epidemic to teacher-training controversies and America's obsession with standardized testing. Along the way, he taught in a high school, at a historically black college, and at a federal penitentiary. Now, the revered education correspondent of PBS NewsHour distills his best thinking on education into a twelve-step approach to fixing a K–12 system that Merrow describes as being "addicted to reform" but unwilling to address the real issue: American public schools are ill-equipped to prepare young people for the challenges of the twenty-first century. This insightful book looks at how to turn digital natives into digital citizens and why it should be harder to become a teacher but easier to be one. Merrow offers smart, essential chapters—including "Measure What Matters," and "Embrace Teachers"—that reflect his countless hours spent covering classrooms as well as corridors of power. His signature candid style of reportage comes to life as he shares lively anecdotes, schoolyard tales, and memories that are at once instructive and endearing. Addicted to Reform is written with the kind of passionate concern that could come only from a lifetime devoted to the people and places that constitute the foundation of our nation. It is a "big book" that forms an astute and urgent blueprint for providing a quality education to every American child.
This frank and courageous book explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods. Charles M. Payne argues that we have failed to account fully for the weakness of the social infrastructure and the often dysfunctional organizational environments of urban schools and school systems. The result is that liberals and conservatives alike have spent a great deal of time pursuing questions of limited practical value in the effort to improve city schools. Payne carefully delineates these stubborn and intertwined sources of failure in urban school reform efforts of the past two decades. Yet while his book is unsparing in its exploration of the troubled recent history of urban school reform, Payne also describes himself as "guardedly optimistic." He describes how, in the last decade, we have developed real insights into the roots of school failure, and into how some individual schools manage to improve. He also examines recent progress in understanding how particular urban districts have established successful reforms on a larger scale. Drawing on a striking array of sources--from the recent history of various urban school systems, to the growing sophistication of education research, to his own experience as a teacher, scholar, and participant in reform efforts--Payne paints a vivid and unmistakably realistic portrait of urban schools and reforms of the past few decades. So Much Reform, So Little Change will be required reading for everyone interested in the plight--and the future--of urban schools.
Would you send a villain to do a hero's job? Flunked is an exciting new twisted fairy tale from the award-winning author of the Secrets of My Hollywood Life series. "Charming fairy-tale fun." -Sarah Mlynowski, author of the New York Times bestselling Whatever After series. Gilly wouldn't call herself wicked, exactly...but when you have five little brothers and sisters and live in a run-down boot, you have to get creative to make ends meet. Gilly's a pretty good thief (if she does say so herself). Until she gets caught. Gilly's sentenced to three months at Fairy Tale Reform School where all of the teachers are former (super-scary) villains like the Big Bad Wolf, the Evil Queen, and Cinderella's Wicked Stepmother. Harsh. But when she meets fellow students Jax and Kayla, she learns there's more to this school than its heroic mission. There's a battle brewing and Gilly has to wonder: can a villain really change? "Fairy Tale Reform School is spellbinding and wickedly clever. Gilly is smart, spunky, and a hilarious narrator, and I cannot wait to read about her next adventure!" -Leslie Margolis, author of the Annabelle Unleashed novels and the Maggie Brooklyn mysteries "Fairy Tale Reform School is a fresh and funny take on the enchanted world. (And who hasn't always wanted to know what happened to Cinderella's stepmother?)" -Julia DeVillers, author of the Trading Faces identical twin series and Emma Emmets, Playground Matchmaker
The fourth installment in the beloved Fairy Tale Reform School series where the teachers are (former) villains Reform or relapse? Things at Fairy Tale Reform School are great. Rumpelstiltskin has been ousted, and everyone is buzzing about the fact that Beauty and Prince Sebastian (aka the Beast) have joined the teaching staff. Everyone, that is, except Gilly, who can't seem to focus on anything but Anna. How is it that her beloved sister somehow went bad and joined up with Rump? And why doesn't anyone seem to care? Sure, the Royal Court says they're working on it, but they've got exactly nothing to show for it. But when new-kid Jack joins FTRS with tales of his own family being snatched by Rump, Gilly knows she's in good company. Jack wants answers, just like Gilly. And if the Royal Court can't get the job done, then maybe it's time to break some rules... This series is perfect for read-alongs between parents and kids and engaging reluctant readers.
A modern career woman thrust back in time into the glittering Regency period and the arms of an unscrupulous rake... Josephine Drummond is a professional paranormal researcher (aka, a ghostbuster) hired to prove that the ghost of Lord Deverell Thornton, the very handsome Earl and a notorious rake in his time, haunts the crumbling Waite Castle. But the ghost drags Josephine back to the Regency period to help him try to prevent the swindle that impoverished the Earl and threatens to turn his castle into a most undignified modern-day tourist attraction. Josephine has to contend with being a modern career woman trying to navigate the complex social scene of the Regency period, make sure no one discovers her real identity and unmask a charlatan. But all of these are easier than resisting her undeniable attraction to the Earl, who is clearly determined to sweep her off her feet.
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection