Showing papers in "Jewish Education in 1970"
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TL;DR: The conceptual framework for the programs and purposes of these schools draws from three complementary matrices, the People of Israel, Torah and God, and their delicate interplay as mentioned in this paper, which form the foundations of curricular development for the schools of Conservative congregations.
Abstract: I The Conservative congregational school represents an attempt to fashion an educational program based on a particular understanding of the nature of Judaism and the meaning of Jewish experience and existence. The conceptual framework for the programs and purposes of these schools draws from three complementary matrices— the People of Israel, Torah and God—and their delicate interplay. The cognitive and behavioral concomitants of these central ideas form the foundations of curricular development for the schools of Conservative congregations.
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TL;DR: Sanua's article describes such a study which he conducted with the assistance of his students of a research seminar at the Wurzweiler School of Social Work, Yeshiva University as mentioned in this paper.
Abstract: In Discussing Social Science Background Factors of All-Day School and Afternoon Hebrew School Students studies relating to Jews in the July 1969 issue of Jewish Education, Victor D. Sanua comments on the paucity of research on intra-group differences within the Jewish group. He correctly focuses attention upon the need for studies which would compare differences between “Jews with varying backgrounds in Jewish education and Jews who differ in their extent of their identification with the in-group.” Dr. Sanua's article describes such a study which he conducted with the assistance of his students of a research seminar at the Wurzweiler School of Social Work, Yeshiva University.
TL;DR: In the May, 1967 issue of the Teachers College Record Professor Harold J. Noah presented a provocative and unholy suggestion: the abolition of the lifetime teacher as mentioned in this paper, based on his assessment of the state of high school teaching and learning.
Abstract: In the May, 1967 issue of the Teachers College Record Professor Harold J. Noah presented a provocative—and unholy—suggestion: the abolition of the lifetime teacher1. Noah's proposal is based on his assessment of the state of high school teaching (and learning):