Auswahl der wissenschaftlichen Literatur zum Thema „Jewish religious education of childreb“
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Zeitschriftenartikel zum Thema "Jewish religious education of childreb"
Davydova, Marina. „The Role of Religion in Shaping Ethnic Identity in Jewish Children of Contemporary Russia“. Tirosh. Jewish, Slavic & Oriental Studies 20 (2020): 285–95. http://dx.doi.org/10.31168/2658-3380.2020.20.4.1.
Der volle Inhalt der QuelleZonne-Gätjens, Erna. „Interculturalizing Religious Education—Mission Completed?“ Religions 13, Nr. 7 (15.07.2022): 653. http://dx.doi.org/10.3390/rel13070653.
Der volle Inhalt der QuelleBen-Moshe, Danny, und Anna Halafoff. „Antisemitism and Jewish Children and Youth in Australia’s Capital Territory Schools“. Social Inclusion 2, Nr. 2 (20.08.2014): 47–56. http://dx.doi.org/10.17645/si.v2i2.166.
Der volle Inhalt der Quellevan Voolen, Edward. „Interfaith Families“. European Judaism 53, Nr. 1 (01.03.2020): 75–80. http://dx.doi.org/10.3167/ej.2020.530110.
Der volle Inhalt der QuelleMilovanović, Stevan. „Jewish Religious Schools in Sarajevo until 1941: The Sephardic Yeshiva of Sarajevo (La Yeshiva De Saray) and the Jewish Secondary Theological Seminary in Sarajevo (El Seminario Rabbiniko Saraylisko)“. Društvene i humanističke studije (Online) 7, Nr. 4(21) (30.12.2022): 187–96. http://dx.doi.org/10.51558/2490-3647.2022.7.4.187.
Der volle Inhalt der QuelleLj. Мinic, Vesna, und Marija M. Jovanovic. „RELIGIOUS EDUCATION DURING THE FIRST CYCLE OF PRIMARY EDUCATION IN SERBIA“. KNOWLEDGE INTERNATIONAL JOURNAL 30, Nr. 2 (20.03.2019): 373–77. http://dx.doi.org/10.35120/kij3002373m.
Der volle Inhalt der QuelleMaślak-Maciejewska, Alicja. „Chrześcijańskie ramy, żydowskie treści? Żydowskie kazania szkolne w Galicji“. Studia Judaica, Nr. 1 (51) (30.06.2023): 41–68. http://dx.doi.org/10.4467/24500100stj.23.003.18220.
Der volle Inhalt der QuelleKusmawati, Heny, und Anista Ika Surachman. „PERAN IBU DALAM MENGAJARKAN MODERASI BERAGAMA PADA ANAK DI MASA PANDEMI COVID 19“. el-Tarbawi 14, Nr. 2 (15.12.2021): 129–54. http://dx.doi.org/10.20885/tarbawi.vol14.iss2.art2.
Der volle Inhalt der QuelleSzwarcman-Czarnota, Bella. „Kadia Mołodowska“. Studia Judaica, Nr. 2 (46) (2021): 390–404. http://dx.doi.org/10.4467/10.4467/24500100stj.20.019.13662.
Der volle Inhalt der QuelleNalewajko-Kulikov, Joanna. „Rachela Fajgenberg“. Studia Judaica, Nr. 2 (46) (2021): 380–89. http://dx.doi.org/10.4467/10.4467/24500100stj.20.018.13661.
Der volle Inhalt der QuelleDissertationen zum Thema "Jewish religious education of childreb"
Flexner, Paul Arthur. „Facilitating adult jewish learning /“. Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.
Der volle Inhalt der QuelleIncludes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
Leshnoff, Susan Kriegel. „The influence of Jewish mysticism on Jewish contemporary artists : an investigation of the relationship between a religious tradition and creative expression /“. Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10807883.
Der volle Inhalt der QuelleAaron, Scott T. „A grounded theory of how Jewish Experiential Education impacts the identity development of Jewish Emerging Adults“. Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566513.
Der volle Inhalt der QuelleThe Jewish community has increasingly relied upon Experiential Education as a pedagogical approach to instilling Jewish identity and communal affiliation over the past twenty years. The Experiential Education format of travel programs has specifically been emphasized and promoted for Jewish Emerging Adults for this purpose, and outcome studies of these trip programs have demonstrated success in instilling identification and affiliation with both the Jewish community and the state of Israel among their participants. However, little is actually empirically known about the processes that impact the participant during the trip experience – the so-called "black box" – or how significant a participant's predisposition towards Israel and Judaism are in how they process their trip experiences. Even less is empirically known about the identity development of Jewish Emerging Adults in large part due to a pre-disposition to study Jews developmentally only as affiliates of a religion rather than members of a distinctly multi-layered group.
This grounded theory study examines participants in two different trip experiences, Taglit Birthright Israel and an Alternative Spring Break, through post-trip interviews. The emergent theory suggests three conclusions: The predisposition of a participant towards their own Jewish identity can influence how they process their experiences on the trip; the actual trip experience can be best understood as repeatedly processing multiple and ongoing experiences within the trip itself; the processing of those experiences can be descriptively modeled as a theory that allows an glimpse in to the "black box." Such a theoretical model can be used to better train trip staff on how the trip experience impacts the Jewish identity of those participants and also to plan trip itineraries to optimize the trip's experiential impact on participant Jewish and Zionist identity and communal affiliation.
Satov, Tauba. „Holocaust studies for moral and religious education“. Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.
Der volle Inhalt der QuelleThis thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be proposed that Holocaust studies can offer students several messages that are of crucial importance.
Knoblock, Stacey Lee 1969. „The visual arts in Reform Jewish supplemental education: Art education beliefs and practices in context“. Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291961.
Der volle Inhalt der QuelleWasser, Eric L. „How does the ritualist conceptualize the educational elements around the brit milah process?“ Thesis, The Jewish Theological Seminary of America, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567685.
Der volle Inhalt der QuelleHow does the ritualist conceptualize the educational elements of the brit milah process?
Jewish educators function in diverse roles and venues. Teachers formally instruct in classroom settings, camp counselors informally teach in the bunk or dining hall and clergy teach about our Jewish tradition by carefully planning experiential education programs, preaching from the bimah (podium), chanting from the lectern and carrying on their daily activities in synagogues. In accord with an expansive vision of Jewish education, I suggest that ritualists too, through language and action, teach fundamental aspects of Jewish life as they interact with others in the context of guiding families through life-cycle events.
This dissertation examines the interactions of the ritual leader or circumciser referred to as the mohel during the life-cycle rite of passage of ritual circumcision or brit milah. I examine the mohel's educational work by describing his interactions with celebrant families and their guests before, during and after the ritual ceremony. After reviewing aspects of ritual theory and educational theory, I employ Schwab's four commonplaces of education as the lens through which to determine how ritual affects pedagogy and, as a corollary, how pedagogy is affected by ritual structure. This study explores the conceptualizations of seven prominent mohalim, three of whom were studied in-depth over a seven month period. I used a mixed methods qualitative research approach by conducting in-depth interviews, observing mohalim in their natural settings and conducting follow-up interviews. In addition to material gathered from these interviews, data collection included field notes, transcription recordings and artifact collection.
The data analysis shows that mohalim employ a number of teaching styles and orientations and accommodate multiple meanings during the brit milah process. Additionally, through their interactions, mohalim implicitly teach about both ritual structure and Judaism in general.
A conclusion of the research shows that both through their actions and use of ritual language, it is the educational goal of mohalim to present and communicate a vision of Judaism as a morally sound way of life, and that by fostering feelings of connectedness, to family, generations, spiritual ancestors, community, the people of Israel, or the heritage of Judaism, people's lives become imbued with great meaning and significance. As two practical implications of the study, I propose nine pedagogic principles of ritual engagement and the expansion of collegial interaction which may serve as useful tools for mohalim as they become more reflective regarding their educational responsibilities. Additionally, this work implies a new way to orient the educational thinking of ritualists in general as they approach their work as a potentially transformative experience found along a continuum of Jewish encounters with celebrant families.
Sartori, Jennifer. „"Our religious future" : girl's education and Jewish identity in nineteenth century France /“. Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3123361.
Der volle Inhalt der QuelleKislowicz, Barry. „Appropriating Kohlberg for traditional Jewish high schools /“. Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/fullcit/3135356.
Der volle Inhalt der QuelleSolomon, Rebecca M. „The impact of parent communications and expectations on teacher practices in private Jewish day schools“. Thesis, Florida Atlantic University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3585014.
Der volle Inhalt der QuelleThis mixed methods study investigated teacher, parent, and school leader perceptions of the impact of parent communications and expectation on teacher practices, focusing specifically on four categories: grading, communication, instructional, and curriculum practices. Quantitative data were collected through online surveys from 25 teachers in second through fifth grades, as well as 96 parents of second through fifth-graders, in five private Jewish day schools located in the Southeastern United States. Qualitative data were collected from ten teachers, ten parents, and three school leaders who provided interviews, where they elaborated on the nature of parental communications and expectations at their own schools and their perceptions of their impact on teacher practices.
The findings indicated that parent communications take place with high frequency, and are initiated fairly evenly between parents and teachers. Parents and teachers differ on their perceptions of negativity of communications, with teachers reporting more negative communications than parents. A t-test was conducted on the survey items that corresponded with the four categories to compare parent and teacher responses. There were some statistically significant differences in the perceptions of parents and teachers of the impact of particular types of parent communications on teacher practices in private Jewish day schools. These included requests for reviews of a child's grade or a grade change, as well as requests for changes in the content of homework. However, the qualitative data overwhelmingly indicated that parents and teachers have similar perceptions of the impact of parents communications and expectations. They felt that parents occasionally request certain changes, but that these changes have minimal impact in the classroom, outside of isolated, individual events. The school leaders who participated in the study agreed that, for the most part, the day-to-day practices of teachers were not greatly impacted by parent communications.
Long, Roy. „An historical and theological analysis of the significance of inter-communal religious life for British education“. Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282508.
Der volle Inhalt der QuelleBücher zum Thema "Jewish religious education of childreb"
Cohen, Nowak Nancy, Hrsg. The Jewish preschool teachers handbook. Denver: A.R.E. Pub., 1991.
Den vollen Inhalt der Quelle findenAnna, Woloski-Wruble, Hrsg. Life values and intimacy education: Health education for the Jewish school, grades 3-8. [New York]: Tzelem, 2008.
Den vollen Inhalt der Quelle findenHaramati, Rivḳah. Meḥanekh bi-reʾi teḳufah: Terumat Ḥ. A. Fridland la-ḥinukh ha-Yehudi be-Arha-b. be-reshit ha-meʾah ha-ʻeśrim. Tel Aviv: Yaron Golan, 2002.
Den vollen Inhalt der Quelle findenSchiffer, Varda. The Haredi educational [system] in Israel: Allocation, regulation and control. Jerusalem: Floersheimer Institute for Policy Studies, 1999.
Den vollen Inhalt der Quelle findenEṭinger, Dov. Sefer ha-ḥinukh tsipor nafshenu: Hadrakhot be-ḥinukh bi-khelal uṿe-ḥinukh ha-bat bi-feraṭ ʻal pi divre Ḥazal ṿe-rabotenu rishonim ṿe-aḥaronim. Yerushalayim: D. Eṭinger, 1998.
Den vollen Inhalt der Quelle findenFeldman, Yiśroel Pinḥes. Sefer Ṭhares̀ ha-ḥinekh: Oyfḳlerungen ṿegn di harbḳayṭ un shedlikhḳayṭ fun di "goyishe sḳul-bikher" ... Monsey, N.Y: Yiśroel Pinḥes ha-Leyṿi Feldman, 2009.
Den vollen Inhalt der Quelle findenFeldman, Y. Ṭohorat ha-ḥinukh: Oyfḳlerungen ṿegn di harbḳayṭ un shedlikhḳayt fun di "goyishe sḳul-bikher" ... Monsey, N.Y: Y. Feldman, 2009.
Den vollen Inhalt der Quelle findenCommission on Reform Jewish Outreach. und UAHC-CCAR-NATE Commission on Reform Jewish Education., Hrsg. First steps: A manual for introductory education programs for interfaith families. New York, NY: UAHC, 1997.
Den vollen Inhalt der Quelle findenLevi, Miriam. More effective Jewish parenting. New York: Mesorah Publications, 1998.
Den vollen Inhalt der Quelle findenS.A.R. Academy (Riverdale, New York, N.Y.). Our children. [Riverdale, NY]: S.A.R, 2004.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Jewish religious education of childreb"
Ma’oz, Moshe. „Muslim and Jewish Radicalization in the Middle East“. In Religious Education, 273–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21677-1_18.
Der volle Inhalt der QuelleDal Bo, Federico. „Nihilism and Extremist Religious Education in Contemporary Israel. The King’s Torah and its Discontents“. In Jewish Radicalisms, herausgegeben von Frank Jacob und Sebastian Kunze, 241–68. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110545753-009.
Der volle Inhalt der QuelleChazan, Barry. „What Is “Indoctrination”?“ In Principles and Pedagogies in Jewish Education, 35–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83925-3_5.
Der volle Inhalt der QuelleMendelsson, David. „Anglo-Jewish Education: Day Schools, State Funding and Religious Education in State Schools“. In International Handbooks of Religion and Education, 1105–23. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_60.
Der volle Inhalt der QuelleEdelman, Martin, und Christopher M. McMahon. „Grumet v. Board of Education of Kiryas Joel: Towards a Lemon-Aid* Theory of the First Amendment's Religious Clauses“. In The Jewish Law Annual, 207–20. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315825045-12.
Der volle Inhalt der QuelleGross, Zehavit. „The Role of Silencing Among Religious Girls in Jewish, Christian-Arab, Muslim, and Bedouin Schools in Israel“. In Gender, Religion and Education in a Chaotic Postmodern World, 93–107. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5270-2_7.
Der volle Inhalt der Quelle„Orthodoxy and Openness: the Experience of Jewish Children“. In Freedom and Authority in Religions and Religious Education. Bloomsbury Academic, 2016. http://dx.doi.org/10.5040/9781474280938.ch-014.
Der volle Inhalt der QuelleGitelman, Zvi. „Do Jewish Schools Make a Difference in the Former Soviet Union?“ In Jewish Day Schools, Jewish Communities, 109–38. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0006.
Der volle Inhalt der QuelleLamdan, Ruth. „Children’S Education In Ottoman Jewish Society (Sixteenth To Eighteenth Centuries)“. In Children and Childhood in the Ottoman Empire, herausgegeben von Gülay Yılmaz und Fruma Zachs, 336–62. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474455381.003.0015.
Der volle Inhalt der QuelleSpolsky, Bernard. „Education“. In Rethinking Language Policy, 26–44. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474485463.003.0004.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Jewish religious education of childreb"
Georgiev, Mihail, und Ina Vladova. „EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM“. In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.
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