Prof. Ziva R. Hassenfeld is the Jack, Joseph and Morton Mandel Associate Professor of Jewish Education at Brandeis University. She completed her PhD at Stanford University. She studies reading comprehension from a sociocultural perspective, focusing on how children develop interpretations of the Hebrew Bible as a lens on reading development more broadly. Her qualitative methods include ethnographic observation, stimulated recall interviews and think-aloud interviews. This work draws on biblical hermeneutics, both contemporary and rabbinic, as well as literary theory and criticism. Ziva is also a passionate educator who has continued teaching Hebrew Bible throughout her move from high school classroom to academia. Her first book, The Second Conversation: Interpretive Authority in the Bible Classroom (Brandeis University Press, 2024), grew out of a two-year teacher-research project in which she taught seventh-grade Hebrew Bible during her postdoctoral fellowship, supported by the Ettenberg Research Grant in Jewish Education.
Last Updated
October 14, 2026
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Articles by the Author
I asked my 12th-grade students to divide the flood story (Genesis 6–9) into two narratives by applying four rules: look for different divine names, variations in style and language, distinct themes, and contradictions in the storyline. Is this the best pedagogical approach, or should we first teach students the established scholarship? And how can we teach students to read critically without misrepresenting the complexity of source criticism?
I asked my 12th-grade students to divide the flood story (Genesis 6–9) into two narratives by applying four rules: look for different divine names, variations in style and language, distinct themes, and contradictions in the storyline. Is this the best pedagogical approach, or should we first teach students the established scholarship? And how can we teach students to read critically without misrepresenting the complexity of source criticism?