CONGRATULATIONS TO DR. ABRAHAM GANNES     

Dr. Solomon Goldman 《Journal of Jewish Education》2013,79(3)

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WHAT MAKES A HEBREW BOOK READABLE     

Dr. Samuel Nahshon 《Journal of Jewish Education》2013,79(2):53-63

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PSYCHOLOGY: ITS PRACTICE AND TEACHING IN A JEWISH COLLEGE     

Dr. Boris M. Levinson 《Journal of Jewish Education》2013,79(3):46-53

Abstract

Back to the Sources: Reading the Classic Jewish Texts. Edited by Barry W. Holtz. Summit Books, New York, 1984. pp. 448. $19.95.

The Chronicle of the Lodz Ghetto 1941-1944. Edited by Lucjan Dobroszycki. Yale University Press, New Haven, 1984. pp. 551. $35.00.

From Time Immemorial: The Origins of the Arab-Jewish Conflict Over Palestine by Joan Peters. Harper &; Row, New York 1984. pp. 601. $24.95.

The World Guide for the Jewish Traveler by Warren Freedman. E. P. Dutton, New York, 1984. pp. 360. $8.95 (paper).

Jews, Turks and Infidels by Morton Borden. University of North Carolina Press, Chapel Hill, 1984. pp. 163. $17.95.

The Land Question in Palestine, 1917-1939 by Kenneth W. Stein. University of North Carolina Press, Chapel Hill, 1984. pp. 314. $29.00.

The Jewish Family: Authority and Tradition in Modern Perspective by Norman Linzer. Human Sciences Press, New York, 1984. pp. 217. $I6.95 (paper).

Diaspora: Exile and the Jewish Condition Editied by Etan Levin. Jason Aronson, New York, 1983. pp. 337.

The Jerusalem Cathedra, Volume III Edited by Lee I. Levine. Wayne State University Press, Detroit, 1984. pp. 361. $25.00.

The Roots of Anti-Semitism by Heiko A. Oberman. Translated by James I. Porter, Fortress Press, Philadelphia, 1984. pp. 163.

Jewish Ethics and Halakhah for our Time: Sources and Commentary by Basil F. Herring. Ktav, Yeshiva Univesity Press, New York, 1984. pp. 243. $I5.00 cloth, $9.95 paper.

Jewish Life Under Islam: Jerusalem in the Sixteenth Century by Amnon Cohen. Harvard University Press, Cambridge 1984. pp. 267. $30.00.

Israel in the Mind of America by Peter Grose. Alfred A. Knopf, New York, 1984. pp. 361. $17.95.

Hitler, Germans and the “Jewish Question” by Sarah Gordon. Princeton Univerity Press, 1984, pp. 412. $40.00 cloth, $14.50 paper.

A Mediterranean Society, Volume IV: Daily Life by S. D. Goitein. University of California Press, Berkeley, 1984. pp. 492. $38.50.  相似文献   

A JEWISH SCHOOL MODEL FOR MORAL EDUCATION     

Dr. Jerry Friedman 《Journal of Jewish Education》2013,79(2):37-39

Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute.

We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues.  相似文献   

Effects of Individualized Instruction on Control Expectancy: A Field Test     

John E. Roueche  Dr. Oscar G. Mink  Michael L. Abbott 《Community College Journal of Research & Practice》2013,37(2):111-118

Abstract

This study was conducted in order to determine whether or not one semester of individualized instruction is enough time to create in students an increased sense of being able to control payoffs in life and to lead students to develop a more realistic appraisal of their ability to control payoffs in an academic environment. Paradoxically, the converse may occur. When first confronted with a success-oriented instructional process and opportunities for self-pacing, students with failure histories may become more external, anxious, or uncertain. In order to examine these notions, a sample of 126 educationally deficient students who were beginning their first semester of study in a community college were selected from 18 different sections of math, English, and history and tested twice—once at the beginning of the term and again late in the term just prior to finals.  相似文献   

The state of Higher Education Quarterly          下载免费PDF全文

Dr Tatiana Fumasoli 《Higher Education Quarterly》2018,72(1):2-2

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Are Alternative Certification Programs Necessary?     

Thalia M. Mulvihill  Dr. Linda E. Martin 《The Teacher Educator》2019,54(1):1-3

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Sharing centers: An alternative approach to show and tell     

Dr. Kathleen Dailey 《Early Childhood Education Journal》1997,24(4):223-227

Show and tell is a common activity in many early childhood settings yet many teachers question its value. The purpose of this article is to review the benefits and limitations of the traditional approaches to show and tell and to present an alternative approach based upon appropriate practices that was implemented in a multi-age classroom of 3- to 5-year-old children.  相似文献   

Changes in the number of science teacher education programs in U.S. colleges and universities     

Dr. Robert E. Yager 《Journal of Science Teacher Education》1992,3(3):92-94

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Ohne Schulabschluss in die Berufsausbildung: Ergebnisse einer Längsschnittuntersuchung     

Dr. Nora Gaupp  Dr. Tilly Lex  Birgit Reißig 《Zeitschrift für Erziehungswissenschaft》2008,11(3):388-405

Young people who leave school without obtaining a secondary school certificate bear an increased risk of not completing vocational training and being excluded from stable employment in their working life. However, some of these young people do achieve access to vocational training and employment. Based on a longitudinal study of school-to-work transitions of a representative sample of graduates from Praxisklassen in Bavaria (a course especially designed for potential school drop outs at the lower secondary school – Hauptschule), patterns of transition that lead into vocational training and employment are compared with patterns that end up in exclusion from education, training and employment. Determinants of successful transitions, which can be targeted by pedagogical measures, are inter alia: participation in internships in enterprises during the last year of schooling, help and support received from parents and professional career guidance. However, besides these influential factors, regional labor market conditions are important for a successful school-to-work transition. This close link to the labor market ultimately limits the effects of educational interventions.  相似文献