Reconfiguring Havruta Tradition: Dyadic Learning in the Middle School Social Studies Class

This research, conducted by Rebecca Shargel and Jeff Passe (Townson University) , suggests that a dyadic model of studying texts together offers social studies teachers rigorous pedagogy for teaching texts, because it engages stude nts by giving them voice to read and interpret texts. This case study research is grounded in the Jewish havruta tradition of dyadic learning and was conducted in a Jewish school.