CASJE (Consortium for Applied Studies in Jewish Education) is recommended for educators dedicated to improving the quality of knowledge that can be used to guide the work of Jewish Education through quality research.
CASJE is an evolving community of researchers, practitioners, and philanthropic leaders that supports research shaped by the wisdom of practice, practice guided by research, and philanthropy informed by a sound base of evidence. To achieve these ends, CASJE aims to build the capacity needed to do high-quality applied research, nurture the institutions where research is conducted, and secure funding that supports and enables these important activities.
CASJE is currently overseeing a major research effort in Jewish Educational Leadership in Day Schools, the largest of its kind in terms of breadth, scope, and funding. Conducted by a research team from the American Institutes of Research, and supported by contributions from the AVI CHAI and Mandell and Madeleine Berman Foundations, this three-year study promises to yield valuable and usable information about what characterizes effective leadership in Jewish day schools, and, specifically, what characterizes distinctively “Jewish educational leadership” in Jewish day schools.
Driving Questions: What characterizes effective educational leadership in Jewish day schools? What do effective Jewish educational leaders prioritize? How do they adapt their leadership style to different schools and contexts? Which leadership styles and qualities are tied to the best teacher and student outcomes?
Since its launch in 2013, CASJE has devoted sustained effort to clarifying how applied research can stimulate improvement in the teaching and learning of Hebrew in North America. In Fall 2014, CASJE convened a group of front-line practitioners, researchers interested in Hebrew teaching and learning, and foundations that support this sector, for two discussions about issues facing the field: a day-long in-person “Problem Formulation Convening,” and a week-long online “Blogcast.” CASJE’s primary goals in all four of these endeavors were to gain a better understanding of core problems that will benefit from a robust and systematic program of applied research, and to begin formulating a series of questions that might guide such a program over time.
Driving Questions: In what ways do the social, cultural, and educational characteristics of the settings in which children learn Hebrew promote or impede their learning? How do trajectories of learning Hebrew as a language relate to the learners’ thinking and feeling about being Jewish, Judaism, and Israel?