Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Judaism stresses the concept of education continuously. It has been important in the past. It is important in the present. It will be important in the future. Education is one of the bulwarks within the Jewish religion. From the time one is old enough to understand until the day one dies, the Jew is expected to study - to continually expand his knowledge and broaden his horizons and awareness. In fact, religious education is stressed to such a degree that it has become one of the sancta within Judaism. Such weight is placed upon this activity that it overshadows many other important religious activities. In traditional Judaism, one is to recite prayers from the prayerbook every day. It is stated in rabbinic literature, however, that if one is deeply absorbed in studies, he should not interrupt his studying even though it is time to pray. Thus we can perceive on what a high level Jewish education was and is still held. Education covers a whole lifetime. This thesis, however, will discuss one area of this range - Jewish religious school education. It will be the task within the following pages to analyze and discuss the aims and objectives vis-a-vis the curriculum. There are three curricula examined within this thesis. They represent each of three major movements within Judaism - Orthodox, Conservative, and Reform. Each curriculum is the official curriculum of each movement. This means that the curriculum is that one which has been published by the educational staff of the movement. It does not signify, however, that each and every temple or synagogue uses one of the three. There is no dogma or policy stating that Reform temple has to use the official Reform curriculum. The same is also true for the Conservative and Orthodox groups. The official curriculum is only a suggested one. Each temple or synagogue is autonomous. It does what it wants to do. It can use this curriculum completely. It can use only selections from it. It cannot use it at all. Simply, for the sake of order and comparison, the three official curricula have been chosen. Within each curriculum, the aims and objectives are stated. These will be analyzed and discussed. The major point to which this thesis is directed is that of the relationship between aims and objectives and the actual curriculum. Are the aims and objectives carried out in the curriculum? Is there an attainable rapport between the two? What kind of philosophy of education do the curricula reflect, and how is this related to the expressed goals? Young boys and girls spend many hours within religious schools. The Jewish boy and girl goes both to a secular school and a religious school. It may be said that in one instance they experience one type of culture while in the next instance they experience another culture. The latter culture, that found in the religious school, has a certain purpose - specific aims and goals. Are these aims and goals reflected within and attained from the curriculum? / 2031-01-01

Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their perceived barriers to further involvement, and their receptivity to school support to overcome those barriers. Eight parents were interviewed. Inductive analyses, including repeated reading, color coding, and generating themes, were used to analyze the data. The findings revealed positive parental support in at-home literacy activities. Parents read to and played literacy games with their children, assisted with homework, and used a variety of materials including books and technology. Parents indicated a lack of communication between them and the school regarding what literacy instruction was being provided at school. Social change can come about by providing this information to the school staff and having them take action that assists all parents to become more effectively involved in their children's at-home literacy activities. This involvement may, in turn, result in improved reading skills and overall academic performance.

SAMMANFATTNING Ida Carlgren & Josefine Ferm Pedagogiskt förhållningssätt till religiös mångfald En jämförande studie mellan två skolor Antal sidor: 31 Syftet med vårt arbete är att utifrån en definition av begreppet mångreligiöst undervisningsperspektiv undersöka förutsättningarna för en undervisning i skolämnet religion, som främjar både lärandet och utvecklingen av ett tolerant förhållningssätt hos eleverna. Vi har valt att utgå från en huvudfrågeställning som är: Vilka problem uppfattar skolorna vid integration och hur arbetar de med dem? För att ringa in problemen utgår vi från följande frågeställningar: Vilka styrdokument ligger till grund för undervisningen i religion? Hur främjar religionsundervisningen tolerans och förståelse över de etniska och religiösa grupperna? Utifrån dessa områden formulerade vi sedan de frågor som vi använde vid intervjuerna. Metoden vi använde oss av var öppenriktad intervju. Sedan vi analyserat intervjusvaren kom vi fram till resultatet. I vår undersökning sökte vi efter problem kopplade till religion i skolan, till vår förvåning uppfattade ingen av respondenterna några sådana i sin religionsundervisning. Vi har därför lyft fram de problem som vi uppfattade att skolorna hade, men som de inte själva såg, i vår diskussionsdel. För att sammanfatta vårt huvudsakliga resultat kom vi fram till slutsatsen att bara för att en skola uppfattar sig som mångreligiös innebär inte det att det mångreligiösa tas tillvara i undervisningen. / ABSTRACT Ida Carlgren & Josefine Ferm A pedagogic perspective on attitudes towards religious diversity A comparative study between two schools Number of pages: 31 The purpose of our study is, from a definition of the term multi religious teaching perspective, to examine the conditions for an education in the school subject religion, which promotes both the learning as well as the development of a tolerant attitude among the students. We have chosen to start from problems like for example: Which problems do the schools apprehend in integration issues and how do they handle them? To narrow down these problems we have chosen to work from following questions. What control documents, national or local, underlies the teaching in the subject religion? How does the education in religion promote tolerance and understanding over the ethnical and religious groups? Then we reformulated these question fields into questions that we later on used for the interviews. The method we used was open directed interview. After we had analysed the answers from the interviews we reached the results. In our study we searched for problems connected with religious education in schools, to our surprise none of the respondents had apprehended any of those connected to their teaching in religious education. Therefore, we have enthroned the problems that we observed, but the teachers did not, in our discussion part. Just because a school is known as a multi religious school does that not necessary mean that the multicultural perspective is to be seen as a resource in the teaching.

<p>SAMMANFATTNING</p><p>Ida Carlgren & Josefine Ferm</p><p>Pedagogiskt förhållningssätt till religiös mångfald</p><p>En jämförande studie mellan två skolor</p><p>Antal sidor: 31</p><p>Syftet med vårt arbete är att utifrån en definition av begreppet mångreligiöst undervisningsperspektiv undersöka förutsättningarna för en undervisning i skolämnet religion, som främjar både lärandet och utvecklingen av ett tolerant förhållningssätt hos eleverna.</p><p>Vi har valt att utgå från en huvudfrågeställning som är: Vilka problem uppfattar skolorna vid integration och hur arbetar de med dem? För att ringa in problemen utgår vi från följande frågeställningar: Vilka styrdokument ligger till grund för undervisningen i religion? Hur främjar religionsundervisningen tolerans och förståelse över de etniska och religiösa grupperna? Utifrån dessa områden formulerade vi sedan de frågor som vi använde vid intervjuerna.</p><p>Metoden vi använde oss av var öppenriktad intervju. Sedan vi analyserat intervjusvaren kom vi fram till resultatet. I vår undersökning sökte vi efter problem kopplade till religion i skolan, till vår förvåning uppfattade ingen av respondenterna några sådana i sin religionsundervisning. Vi har därför lyft fram de problem som vi uppfattade att skolorna hade, men som de inte själva såg, i vår diskussionsdel. För att sammanfatta vårt huvudsakliga resultat kom vi fram till slutsatsen att bara för att en skola uppfattar sig som mångreligiös innebär inte det att det mångreligiösa tas tillvara i undervisningen.</p> / <p>ABSTRACT</p><p>Ida Carlgren & Josefine Ferm</p><p>A pedagogic perspective on attitudes towards religious diversity</p><p>A comparative study between two schools</p><p>Number of pages: 31</p><p>The purpose of our study is, from a definition of the term multi religious teaching perspective, to examine the conditions for an education in the school subject religion, which promotes both the learning as well as the development of a tolerant attitude among the students.</p><p>We have chosen to start from problems like for example: Which problems do the schools apprehend in integration issues and how do they handle them? To narrow down these problems we have chosen to work from following questions. What control documents, national or local, underlies the teaching in the subject religion? How does the education in religion promote tolerance and understanding over the ethnical and religious groups? Then we reformulated these question fields into questions that we later on used for the interviews.</p><p>The method we used was open directed interview. After we had analysed the answers from the interviews we reached the results. In our study we searched for problems connected with religious education in schools, to our surprise none of the respondents had apprehended any of those connected to their teaching in religious education. Therefore, we have enthroned the problems that we observed, but the teachers did not, in our discussion part. Just because a school is known as a multi religious school does that not necessary mean that the multicultural perspective is to be seen as a resource in the teaching.</p>

Faith-based schools have become a growing phenomenon in Canada in recent decades and a cause of public concern in the context of a pluralistic society, where immigrants are increasingly likely to create educational institutions that reflect their culture and faith. This thesis presents a case study of Canadian Reformed schools in Ontario established by Dutch post-war immigrants who are members of the Federation of Canadian Reformed Churches (CanRC). Most children in this community have gone through this school system, an important feature of this long-standing, ethno-religious, immigrant-origin community. This thesis aims to examine how Canadian Reformed schools in the Province of Ontario have prepared their graduates for living in a diverse and pluralist Canadian society and their role in preserving the community’s ethnic and religious identities. The research is based on the theories of retention of immigrant ethno-religious identity as well as the role of religious schools in promoting immigrant-origin students’ ethical autonomy. Qualitative case study methodology was applied. The results are based on the analysis of sixty-four interviews with current and former members of the Reformed communities. Where possible, the results were triangulated by the content analysis of documents and mass media. This thesis concludes that Canadian Reformed schools have had a significant impact on the preservation of the community’s religious and ethnic identities. While Canadian Reformed schools have retained some level of self-isolation and a strict policy on the religious identity of both students and teachers, the findings reveal that the Ontario Canadian Reformed schools have evolved significantly in their five decades of existence. The tendency to shelter children is still present but principals and teachers generally aim to introduce current teaching strategies and develop standardized curriculum plans across the schools. Since their establishment, Canadian Reformed schools have encouraged students to discuss topical issues and develop their own solutions to enhance critical thinking skills. Tolerance and compassion to individuals with a different worldview are being promoted. Several respondents identified areas for schools’ improvement, including the need for a more inclusive and up-to-date curriculum, comprehensive school-based sex-education, a more profound level of understanding of religious tradition, reducing identity strain when exposed to the outside world, and high educational costs. This thesis addresses a gap in the study of how Christian schools in Canada prepare their graduates for socio-political engagement and in scholarly knowledge about Dutch Reformed community. This study also aims to contribute to policy making because the findings identify the challenges that religious schools’ graduates face and highlight the roles these schools play in bridging religious communities and the broader society.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-08-28T18:45:56Z No. of bitstreams: 2 eunaide_monteiro_almeida_silva.pdf: 1441135 bytes, checksum: 2cc50b6e86f06d3ec816b5fec5633834 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-28T18:45:56Z (GMT). No. of bitstreams: 2 eunaide_monteiro_almeida_silva.pdf: 1441135 bytes, checksum: 2cc50b6e86f06d3ec816b5fec5633834 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-07 / Talking about Religious Education is not an easy task. This curricular component goes beyond the walls of the school because it involves questions that exist beyond the pedagogical field and, historically, in Brazil, has always been linked to the field of political tensions, being necessary negotiations between religions and the State for its execution in schools. There are elements of legal, religious and epistemic order in the same field. Thus, this dissertation aims to analyze the proposal of Religious Education of the Municipal Network of Recife, as a means of promoting the personal and social humanization of the students and analyze the influence of the subjectivity of the teacher in the formation of their spirituality. To observe the insertion and execution of this Component in the School's Political Pedagogical Project and to suggest a training model for the teacher in order to promote openness to interdisciplinarity and the use of new educational practices focusing on Religious Education in the 8th and 9th grade classes in the Schools of the Teaching Network of Recife, prioritizing ecumenical and interreligious dialogue in accordance with the proposal presented by the Sciences of Religion. As a guiding element, a qualitative and interpretative research was used with a questionnaire that was answered by nine teachers, nine managers and ninety students from the nine schools surveyed, besides reading books, magazines and websites that deal with the subject matter on the screen. As a result, we outline the main obstacles to this discipline as absence of qualified professionals, lack of continuing education, Religious Education used only as a complement to workload, students' lack of knowledge about the optional nature of enrollment in this component, lack of strategies to comply with the law in relation to students who choose not to participate in these classes, etc. As a contribution, we present proposals for solving or at least minimizing these difficulties through the group of teachers who received the City Hall scholarship so we would hope that this work might contribute to the reflection and the action of the Municipal Teaching Network of Recife in relation to this component that assists in holistic student training. / Falar sobre o Ensino Religioso não se constitui como tarefa fácil. Este componente curricular extrapola os muros da escola por envolver questões que existem para além do campo pedagógico e, historicamente, no Brasil, sempre esteve ligado ao campo das tensões políticas tendo que haver negociações entre religiões e Estado para a sua execução nas escolas, pois, estão no mesmo campo elementos de ordem legal, religiosa e epistêmica. Sendo assim, esta dissertação objetiva analisar a proposta de Ensino Religioso da Rede Municipal do Recife, enquanto meio de promoção da humanização pessoal e social dos educandos; analisar a influência da subjetividade do professor na formação da espiritualidade destes; observar a inserção e execução deste Componente no Projeto Político Pedagógico da Escola e sugerir um modelo de formação para o professor. Deste modo, esperamos contribuir para a promoção da abertura à interdisciplinaridade e para o emprego de novas práticas educativas com foco no Ensino Religioso nas turmas de 8º e 9º ano nas escolas da Rede de Ensino do Recife, priorizando o diálogo ecumênico e inter-religioso em conformidade com a proposta apresentada pelas Ciências da Religião. Como elemento norteador foi utilizada a pesquisa qualitativa e interpretativa com aplicação de questionário que foi respondido por nove professores, nove gestores e noventa estudantes das nove escolas pesquisadas, além da leitura de livros, revistas e sites que tratam da temática em tela. Como resultado, traçamos um panorama dos principais entraves sofridos por esta disciplina (ausência de profissionais habilitados, falta de formação continuada, o Ensino Religioso usado apenas como complemento de carga horária, o desconhecimento dos estudantes em relação ao caráter facultativo de matricula neste componente, a falta de estratégias para cumprir a lei em relação aos estudantes que optarem por não participar destas aulas, entre outros). Como contribuição, apresentamos propostas de resolução ou, ao menos, de minimização destas dificuldades através do grupo de professores que receberam a bolsa da Prefeitura para o curso de mestrado em Ciências da Religião de modo que esta ação não iria implicar em custos adicionais. Esperamos que este trabalho possa contribuir com a reflexão e a ação da Rede Municipal de Ensino do Recife no que se refere a este componente que, sabidamente, pode auxiliar na formação holística do estudante.

Made available in DSpace on 2016-12-08T16:35:09Z (GMT). No. of bitstreams: 1 Vanessa.pdf: 16905229 bytes, checksum: 937fc697eec212bd3a8d088fe3c774ed (MD5) Previous issue date: 2009-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work looks for a study of the mean aspects related with the primary teacher`s formation by the Regular School São José, in Xanxerê, Santa Catarina`s west, between 1962 and 1960. The Sisters São José, who came first from France (century XVII), and was radicated in Brasil in the middle of century XIX; came from Curitiba/PR, and fixed theirselves in Xanxerê/SC, when they got emancipated, in 1953, and dedicated of teaching people. Between 1962 and 1969, the Sisters São José keeps up the Regular School São José in purpose to educate girls from the outskirts of town. The School was, in 1969, bought by the Government of Santa Catarina`s State, and then it was changed to a public school, and not connected with religions anymore, named E. E. B. Presidente Arthur da Costa e Silva. This whole study was made by the Cultural and Educational history`s perspective, eminencing the aspect of the Culture of Schools practised in Regular Course in this confessional feminine school, between 1962 and 1969, through the study of the subjects Higiene and Puericultura, and Trabalhos Manuais, that was in the educational curriculum. Through the documental and bibliographic research, so as the interviews with ex students and materials from their personal patrimony, it was possible to investigate evidences of this formation, with the foccus in the instrution, (formation as a primary teacher), but also a training to the marriage and family life, social parts that was waited for the young ladies in that context / Este trabalho tem como objetivo estudar aspectos relacionados à formação de professoras primárias oferecida pelo Colégio Normal São José, em Xanxerê, Oeste de Santa Catarina, entre os anos de 1962 a 1969. Oriundas da França (séc. XVII), radicadas no Brasil em meados do séc. XIX, as Irmãs de São José, vindas de Curitiba/PR, estabeleceram-se na cidade de Xanxerê/SC, quando de sua emancipação, em 1953, dedicando-se ao ensino. Entre 1962 e 1969, as Irmãs de São José mantiveram em Xanxerê/SC, o Colégio Normal São José, com o objetivo de educar/formar moças do interior. No ano de 1969, o colégio foi comprado pelo Governo do Estado de Santa Catarina, transformando-se numa escola laica e pública, com o nome de E. E. B. Presidente Arthur da Costa e Silva. Este estudo, realizado na perspectiva da História Cultural da Educação, destaca o aspecto da Cultura Escolar praticada no Curso Normal nesta escola confessional feminina, entre 1962 e 1969, através do estudo das disciplinas de Higiene e Puericultura e Trabalhos Manuais, que compunham o currículo escolar. Através da pesquisa bibliográfica, bem como de entrevistas de ex-alunas e coleta de materiais oriundos de seus acervos pessoais, foi possível rastrear indícios dessa formação, voltada para a instrução e a profissionalização (formação como professora primária), mas também para uma preparação ao casamento e à vida familiar, papéis sociais esperados para jovens mulheres naquela situação e contexto

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