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Geoffrey Short 《British Journal of Religious Education》2005,27(3):253-264
Contrasting explanations of Jewish survival form the backdrop to this article. For Jonathan Sacks (1994) the crucial factor has been the role played by Jewish education; indeed, he claims that the demographic threat currently facing Anglo‐Jewry is largely the result of the community having neglected the Jewish education of its children over the past 200 years. He advocates reinstating this communal responsibility as the sovereign Jewish value in order to deal with the threat. In my view, the influence that Sacks attributes to education and particularly to Jewish schools is overstated. It stems from a misreading of modern Anglo‐Jewish history and from a failure to take fully into account the ways in which Jewish schools impact on their pupils’ ethnic and religious identity. These considerations apart, I contend that prioritising education will not necessarily strengthen the commitment to Jewish continuity that is the sine qua non of survival. 相似文献
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The purpose of this study was to investigate variables related to the professional identity and career path of school-based vs. non-school-based doctoral-level school psychologists. Two hundred seventy-three psychologists trained as school psychologists completed a questionnaire developed to investigate their training, experience, and perceptions. Respondents differed little by employment setting (school-based vs. non-school-based) in reports of their training or experiences. However, significant differences were found among groups in two areas: ratings of relative importance of characteristics of employment setting, and perceived identity as a school psychologist. 相似文献
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This article traces the experiences of two veteran elementary school teachers in the urban Southwest, who are positioned by district and state policy ‘texts’ as insubordinate and failing, and who employ critical literacy practices to reconstruct and redesign these texts as they seek to create more equitable and humane conditions in schools. Stemming from a larger phenomenological study, this article explores how teachers in a ‘failing’ elementary school in the Southwestern US understand and negotiate district, state, and federal policies and examines how these policies shape and inform their identities as professionals. This research has important implications concerning the potential of critical literacy as a mode of resistance, the promise inherent in school/university partnerships for promoting change, and the ways in which the practice of deconstructing/reconstructing dehumanizing texts can foster a re-professionalization of teaching. 相似文献
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As part of a newly created library marketing plan, librarians at the College of Wooster undertook a study of the communication preferences of students, faculty, and staff in early 2015. The results of the survey helped to develop a comprehensive picture of what library resources and services these constituencies are interested in learning about, as well as when, where, and how they prefer to learn about them. This article describes the development, distribution, results, and analysis of the survey, and highlights the importance of campus-specific library marketing practices. 相似文献
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