Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (p. 158-170). Also available on the Internet.

No description available.

The trend towards assimilation which has characterised the Jewish People has highlighted the importance of Jewish education as one of the primary means of dealing with this process which foreshadows the disappearance of the Jewish People as a distinct national and religious entity. The overt purpose of the syllabus of the Jewish Day School movement in South Africa is to inculcate a Jewish identity based on a traditional religious orientation and Jewish national pride expressed by a commitment to the Jewish People and to the State of Israel. The purpose of this study was to examine the efficacy of the school in fulfilling these aims. A questionnaire study was conducted at the Jewish Day School in Durban, Carmel College in May 1990. Eight dimensions of Jewish Identity were defined and multiple regression analysis was used to test whether they were statistically associated with each other. Two additional tools were used: an open-ended question designed to elicit from whom the pupils demarcate themselves when they define themselves as Jews and a delineation of the attributes of a “good Jew”. In 1991 an additional questionnaire on the family background and its relation to the specifically Jewish dimensions was administered to a sample of Carmel pupils. The findings revealed that the pupils manifested a strong Jewish identity expressed in the importance they attributed to Mitzvot, and Jewish credo in the desire that their children be Jews, in the instinct to associate with other Jews. Moreover, the results suggest that their sense of commitment to the welfare of other Jews does not preclude a concern for non-Jewish society as well. The pupils stressed the importance of being proud to be Jewish and being knowledgeable about Judaism. These findings were true of all categories examined: gender, denomination, standard at school and years of study at Carmel College. The study indicated that Jewish education had a positive impact on identity, but the magnitude of the impact was mediated by family background. No marked differences were found in the intensity of Jewish identity between Caramel pupils and the Jewish pupils attending government schools, although the latter tended to manifest a lesser commitment to the Jewish People and the State of Israel. / Thesis (M.A.)-University of Natal, 1992.

In recent years, staff development has received general recognition as a valuable method for improving the quality of education. Teacher centres constitute a significant forum for facilitating staff development. The purpose of this qualitative case study is to examine one such teacher centre in Montreal. / Examination of the literature on effective staff development and teacher centres resulted in an analytical framework comprising: (1) Context; (2) Organizational Structure; (3) Planning; (4) Process; and, (5) Content. This was used to organize data collected from observation, interviews, documents and a client survey. / The case study provided insight into the philosophy, purpose and organization of the centre and its staff development programmes. Additionally, the study identified methods employed by the centre to combat problems which currently face many staff development fora; namely, continued funding and maintaining client support. / The study revealed a strong relationship between the characteristics of the centre and those identified by research as effective staff development.

Thesis (Ed.d.)--Teachers College, Columbia University, 1995. / Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).

Thesis (Ph.D)-University of Pretoria, 2004. / Summary in English. Includes bibliographical references (leaves 382-397). Also available on the Internet via the World Wide Web.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 158-170).

Includes bibliographical references (p. 128-132).

No description available.

This study investigates the effect of access to a visual outline of the text structure of a Talmudic passage on comprehension of that passage. A system for defining the text structure of Talmudic passages was designed by merging and simplifying earlier text structure systems described for Talmudic passages, following principles taken from research on text structure. Comprehension of two passages were compared for students who did traditional reading of a Talmudic passage (the passages had punctuation added, and a list of difficult words and their meanings was appended) (the control condition), and students who read the passage with these same materials as well as with an outline of the text structure of that passage (the experimental condition). Seventy-two 10th and 11th graders participated. After a brief training on text structure, students were randomly assigned to the control or experimental condition for Passage 1. All students took a comprehension exam on Passage 1. In the next session, all students who read Passage 1 in the control condition read Passage 2 in the experimental condition, and all students who read Passage 2 in the experimental condition read Passage 2 in the control condition. Students then took a comprehension exam for Passage 2. The text structure outline improved students’ ability to comprehend Passage 2, but no benefits were seen on Passage 1. The results provide evidence that awareness of the text structure of a Talmudic passage helps readers when the passage is concrete and somewhat well organized.