ERIC Number: EJ1093958
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 32
Reading Sacred Texts in the Classroom: The Alignment between Students and Their Teacher's Interpretive Stances When Reading the Hebrew Bible
Hassenfeld, Ziva R.
Journal of Jewish Education, v82 n1 p81-107 2016
This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher's were given greater voice in classroom text discussions than students whose interpretive stances were misaligned. Drawing on neo-Vygotskian education theory, I argue that Jewish educators need to take students' interpretive stances seriously; attempting to force students into an interpretive framework that is set by the teacher will only undermine student learning and engagement.
Descriptors: Jews, Judaism, Biblical Literature, Interpretive Skills, Elementary School Students, Grade 4, Religious Education, Protocol Analysis, Teacher Student Relationship, Educational Theories, Private Schools, Observation, Interviews, Data Analysis, Teacher Role, Teacher Influence
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: California