STUDIES IN JEWISH EDUCATION III: Teacher,...

Deals with concrete issues of the teaching process in schools.

8 Janet Aviad the heart of Jewish education today. The first section deals with schools and the teaching process. Rauch and Holtzs paper directs itself to the critical area of teacher education. It confronts the problems of directing and forming the Jewish teacher within a non- traditional community in which little consensus upon religious or cultural values exists. The authors consider experiences which could change the self- perception of the teacher and nurture intel-lectual and spiritual growth. Dr. Susan Shevitz examines the failure of Jewish communities to solve the problem of teacher shortage and the deterioration of the teaching profession when the very survival of these communities depends on that profession and those teachers. Through an analysis of the myths which dominate the community and determine its structures, Dr. Shevitz indicates the manifest and latent forces which, in her view, have led to the current crisis in personnel for Jewish education. Evaluation is a problematic and yet most important area of goals and improvement of structures in the Jewish school. Dr. Adrianne Bank describes the current state of evaluation in general educa-tion and seeks to describe the potential utility, benefits, and limita-tions of evaluation for supplementary Jewish education. Her essay is an attempt to stimulate serious discussion of the question of the legitimacy of evaluation and the problems of introducing it within Jewish schools on the theoretical and practical levels. The work of Dr. Ronald Reynolds, who approaches the ques-tion of the goals and effectiveness of Jewish education from the perspective of organizational structure is linked to the issue of evaluation. He asks why Jewish schools cling to official goals when they themselves do not really desire to fulfill them nor do they even possess the means to do so. Reynolds indicates the schools use of ambiguously stated goals and the consequent dilem-mas presented to the educational system. The second section of the book turns to the interaction of society and education. Several essays describe the complexity of the social situation within which the Jewish educational enterprise, formal and informal, must function. These essays indicate the need for a better understanding of the concrete situation and of the interplay between the school and its societal context. Chapter Home  | TOC

STUDIES IN JEWISH EDUCATION III: Teacher, Teaching, and Community


About Book STUDIES IN JEWISH EDUCATION III: Teacher, Teaching, and Community

Front Matter Front Flap Half Title Page Title Page Copyright Page Table of Contents Introduction Contents THE CURRENT STATE OF RESEARCH IN JEWISH EDUCATION Reading the Journals Who Does the Research and WhyDissertations.Organizationally-sponsored research.Individual researchers.SummaryRoots of the Current Impoverished State of Research I. TEACHERS, TEACHING AND SCHOOLS COMMUNAL RESPONSES TO THE TEACHER SHORTAGE IN THE NORTH AMERICAN SUPPLEMENTARY SCHOOL - Susan L. Rosenblum ShevitzThe Analytic FrameworkConcern with a Teacher Shortage and Personnel Crisis CHART I: Proposed Remedies to the Crisis of the Jewish Teacher, 1955-1970 Restructure the CommunityChange Recruitment and Training ProceduresChange Working ConditionsRedefine Teacher Role ResponsibilitiesInitiate Programs to Help Individual Schools Cope The Historical ContextThe Myth of SeparationThe Myth of the Jewish School as a Threat to Americanization CHART 2: Grade Distribution in Boston Talmud Torahs, 1929 and 1954 Implications: Challenging the Community's MythsEDUCATION FOR CHANGE: TOWARD A MODEL OF JEWISH TEACHER EDUCATION - Barry W. Holtz and Eduardo RauchHelping Professions and the Problem of Character Individualism and Community in the Training of Jewish Professional The Question of Human ChangeBeyond the Merely RationalThe Hanger for WondersReclaiming the Jewish Spiritual TraditionToward a Setting for ChangeFollow-UpResearch PossibilitiesGOALS AND EFFECTIVENESS IN JEWISH EDUCATION: AN ORGANIZATIONAL PERSPECTIVE - Ronald L. ReynoldsThe Goal ConceptThe Rationalist PerspectiveOfficial and Operative GoalsThe Social Systems ApproachAn Empirical StudyFindingsConclusionEVALUATION: IS IT GOOD FOR JEWISH EDUCATION? - Adrianne BankIntroduction THE CURRENT STATE OF EDUCATIONAL EVALUATION Characteristics of Jewish Supplementary Education: Implications for Evaluation Substantive CharacteristicsSubject matter.Instruction.Institutional CharacteristicsContext.Governance.Towards an Agenda for EvaluationEvaluation purpose.Evaluation emphasis.Evaluation settings.Evaluation methodologies.Evaluation benefits.ConclusionII. COMMUNITY AND EDUCATION DEMOGRAPHIC BACKGROUND TO DIASPORA JEWISH EDUCATION - U. O. SchmelzIntroduction Determinants of Jewish School Age PopuplationTrends of Jewish School Age PopulationTHE IMPACT OF JEWISH EDUCATION ON THE RELIGIOUS BEHAVIOUR AND ATTITUDES OF BRITISH SECONDARY PUPILS - Stephen MillerIntroduction Aims and Design of ResearchMeasures UsedFindingsThe Impact of Jewish Education on Attitudes and BehaviorObservance of Jewish RitualSummary and DiscussionLE MASQUE ET LE VISAGE - Erik H. CohenL'education juive de la Revolution Francaise au debutdu XXe siecle ou Civis gallicus sumTout d'abord la RevolutionL'oeuvre philanthropiqueLe Juif — l'IsraeliteLe probleme de la langueEntre les deux guerres mondialesAu lendemain de la IIe guerre mondialeLes efforts et les resultats educatifs n'en sont donc que plus louablesL'O.R.T.Les mouvements et les organisations de jeunesseJuifs — non-Juifs Ashkenazes-Sepharades Ecoles juives et organismes de jeunesse: un developpement en ciseaux En guise de conclusionANNEXE II: Mouvements et organisations de jeunesse juifs en France, 1979-1981 SUBCULTURE OR COUNTERCULTURE: CAMP RAMAH - Janet AviadIntroduction The Emergence of RamahSubcultural Educational Goals and AmbiguitiesToward CommitmentEducational TheoryStrains in Accomplishment: The Experience of the 1960sThe ChallengeTOWARD A SYSTEM OF STATISTICAL INDICATORS ON JEWISH EDUCATION IN THE DIASPORA: FIRST DATA ON HOURS OF TOTAL AND JUDAIC INSTRUCTION IN JEWISH SCHOOLS, 1981/2-1982/3 - Sergio DellaPergolaIntroduction: The Project for Jewish Educational Statistics Quantitative Research on Jewish Education in the Diaspora: Selected Issues Hours of Instruction in Jewish SchoolsConclusionJEWISH SCHOOLS IN THE DIASPORA: A STATISTICAL DESCRIPTION - Allie A. DubbIntroduction ResultsConclusionSECULAR, NON-ZIONIST JEWISH EDUCATIONAL STREAMS IN ARGENTINA AND MEXICO FROM THE EARLY 1930's TO MID 1950's: THEIR APPROACH TO JEWISH EDUCATION AND ITS IDEATIONAL FOUNDATIONS - Efraim ZadoffTHE JEWISH EDUCATION OF JEWISH HIGH SCHOOL STUDENTS IN JEWISH AND NON-JEWISH SCHOOLS IN BRITAIN - Mordechai Bar-Lev and Menachem LevinTHE JEWISH YOUTH MOVEMENT AS A CONTEMPORARY EDUCATIONAL FACTOR — THE CASE OF FRANCE - Yair AuronIII. HISTORY HEDER STUDY, KNOWLEDGE OF TORAH, AND THE MAINTENANCE OF SOCIAL STRATIFICATION IN TRADITIONAL EAST EUROPEAN JEWISH SOCIETY - Shaul Stampfer DEVELOPMENT OF THE JEWISH ELEMENTARY AND SECONDARY SCHOOL SYSTEM DURING THE TALMUDIC AGE - Moses Aberbach THE NEW JEW — THE IDEAL OF ZIONIST EDUCATION IN PALESTINE - Marc RosensteinTHE EDUCATIONAL IDEAL OF THE FOUNDERS OF THE RELIGIOUS KIBBUTZ: TALMUDIC SCHOLAR, PIONEER AND CITIZEN - Marc SilvermanTHE CONTRIBUTORS MOSES ABERBACHYAIR AURONJANET AVIADADRIANNE BANKMORDECAI BAR-LEVERIK H. COHENSERGIO DELLAPERGOLAALLIE DUBBBARRY HOLTZMENACHEM LEVINSTEPHEN MILLEREDUARDO RAUCHDAVID RESNICKRONALD REYNOLDSMARC ROSENSTEINUZIEL O. SCHMELZSUSAN SHEVITZMARC SILVERMANSHAUL STAMPFEREFRAIM ZADOFFHEBREW SECTION Table of Contents - HEBREW Back Flap Back Cover
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