Showing papers in "Jewish Education in 1980"
TL;DR: A student's attitude toward his school's atmosphere, facilities, personnel, learning and extracurricular activities significantly affects his motivation, commitment, and satisfaction with the school as mentioned in this paper.
Abstract: Introduction A Student's Attitude toward his school's atmosphere, facilities, personnel, learning and extracurricular activities significantly affects his motivation, commitment, and satisfaction with the school. Positive school satisfaction has been shown to make the compulsory school day more enjoyable and stimulating for the student (Epstein and McPartland, 1978). Therefore, a major educational concern has become the development of programs and curricula that nurture and maintain student satisfaction (Bloom et al., 1971; Jackson, 1968; Jencks et al., 1972; Krathwohl, 1964; Lortie, 1975). Presumably, enhanced student satisfaction is related to greater commitment and motivation to pursue one's studies. Despite this trend, very few studies have investigated the specific variables related to student attitude toward school. This issue becomes of even greater importance in our Jewish supplementary schools, where the goal of a life-long commitment to Judaism is exchanged for a few hours of educational and spi...
5 citations
4 citations
TL;DR: The authors examined the relationship between the Jewish school and American Jewish life and found that the experience of the schools necessarily creates conflicts within the Jewish community, and described a disturbing picture of Jewish education that is reflective of those wider conflicts.
Abstract: Schools Necessarily reflect the conditions of the society which they represent.1 As Elazar Notes,2 Jewish schools so accurately reflect the ambiguities of American Jewish life that the experience of the schools necessarily creates conflicts within the Jewish community. This paper examines that important relationship between the Jewish school and American Jewish life. In particular, it looks outside the school to the loss of a substantive identity among Jews and to the dissolution of community among Jews. Within the school, it describes a disturbing picture of Jewish education that is reflective of those wider conflicts.
3 citations
TL;DR: The Hebrew in the Public High Schools-A Notable Anniversary as discussed by the authors is the most cited work in the field of Hebrew education, and it is the only work that addresses the problem of Hebrew immersion.
Abstract: (1980). Hebrew in the Public High Schools— A Notable Anniversary. Jewish Education: Vol. 48, No. 4, pp. 6-9.
2 citations
TL;DR: The recent publication of A Curriculum for the Afternoon Jewish School 1 brings to three the number of comprehensive curricular statements produced by the United Synagogue of America as mentioned in this paper.
Abstract: The Recent Publication of A Curriculum for the Afternoon Jewish School 1 brings to three the number of comprehensive curricular statements produced by the United Synagogue of America. The first, A Curriculum for Jewish Religious School,3 was published in stages: the ma-Curriculum Outline for the Congregational School 3 was published in stages: the material for the primary and elementary school appeared in 1948 followed three years later by the program for the junior high school and a complete revised edition became available in 1959. Taken together these documents provide us with a record of over half a century of educational thought in the Conservative movement. As such they are valuable sources for the history of the curriculum of the Jewish school in America.
1 citations
TL;DR: The Professional Cluster Group for Bureau Consultants and Supervisors explored the topic of the consultant as an agent for change, how can the consultant bring about change in order to improve the educational experience of children in school as discussed by the authors.
Abstract: The Professional Cluster Group for Bureau Consultants and Supervisors explored the topic of the consultant as an agent for change, how can the consultant bring about change in order to improve the educational experience of children in school.
1 citations
TL;DR: There is no doubt that John Dewey influenced a great many Jewish educators who studied or taught at Teachers College, Columbia University during the period between World War I and World War II as mentioned in this paper.
Abstract: There is No doubt that John Dewey influenced a great many Jewish educators who studied or taught at Teachers College, Columbia University during the period between World War I and World War II. Only a few of us, like Berkson, Dushkin, Gamoran, and myself had the privilege of attending classes taught by Dewey. (The year I studied with Dewey we used the mimeographed edition of the book that was later published as Experience and Nature.) Most of the others studied under William H. Kilpatrick, the master teacher, and of course read the books and writings of John Dewey as they appeared. Thorndike, Counts, Rugg, Kandel were others among the brilliant Teachers College faculty who exercised an influence on the early Jewish educators.
1 citations
TL;DR: In this article, Kohlberg's Moral Dilemmas and Jewish Moral Education are discussed in the context of Jewish education and their application in the field of Jewish moral education.
Abstract: (1980). Kohlberg's Moral Dilemmas and Jewish Moral Education. Jewish Education: Vol. 48, No. 4, pp. 10-13.
1 citations
TL;DR: The Center for Jewish Education in the Diaspora at the Hebrew University in Jerusalem as discussed by the authors is a further practical step toward attaining some form of coordination on the part of world Jewry.
Abstract: It is Only in recent years that the systematic study of Jewish educational systems, particularly in a global context, has become a subject of serious concern. Since 1945 a succession of education conferences and surveys provides evidence of an awareness that the future of World Jewry—in Israel as well as the Diaspora—is inextricably linked with the future of its educational institutions. The World Conference on Jewish Education in Jerusalem in 1962 and the subsequent formation two years later of the World Council on Jewish Education are but two examples of this awareness. The establishment of a Center for Jewish Education in the Diaspora at the Hebrew University in Jerusalem marks a further practical step toward attaining some form of coordination on the part of world Jewry.