DSpace Community:
https://hdl.handle.net/20.500.12202/11
2024-03-28T16:13:14ZDevelopment of Hebrew/English biliteracy in a Jewish day school: Issues of language and identity. In language maintenance, revival and shift in the sociology of religion
https://hdl.handle.net/20.500.12202/9351
Title: Development of Hebrew/English biliteracy in a Jewish day school: Issues of language and identity. In language maintenance, revival and shift in the sociology of religion
Authors: Goldberg, Scott J.; Ebsworth, Miriam Eisenstein; Wildstein, Tristin
Abstract: Research continues to document the success of bilingual education for learners, not only academically (Krashen & McField, 2005) but also in their cognitive and social growth (Bialystok et al., 2012; Eisenstein Ebsworth, 2009; Toppleberg & Collins, 2010). The case study presented here focuses on developing bilingualism and biliteracy in Hebrew and English in the B’nai Moshe Jewish Day School (pseudonym) in the Northeastern United States, where Hebrew is viewed as an important heritage language for the worldwide Jewish community (Schers, 1999). One of the greatest chal-lenges in supporting second-language acquisition for Jewish learners in the US is finding ways to facilitate the development of their Hebrew and English proficiency within a bilingual educational experience (Alexander, 1999). As Hornberger (2003) has suggested, the existence of alternative bilingual educational models and programs can make it difficult to tease apart which aspects of the experience are meaningful to particular learn-ers and communities. By providing an in-depth look at a single school, we can specifically characterize the elements of the bilingual program offered and associate it with processes and outcomes. (from Introduction)
Description: Scholarly book chapter2020-01-01T00:00:00ZCreating female Torah scholar leaders: The need for mentorship and role models for high school students
https://hdl.handle.net/20.500.12202/9206
Title: Creating female Torah scholar leaders: The need for mentorship and role models for high school students
Authors: Price, Nechama
Abstract: In Modern-Orthodox communities, there is much focus on children’s growth in religiosity and Torah study and how to help guide them to lead lives devoted to Torah learning and religious commitment. This study was designed to understand how exposure to female Torah-scholar role models can aid in these goals for both male and female students, and to uncover whether having a male or female Torah role model will correlate with having higher levels of religiosity and aspirations in learning for both gender students. Data was collected from 767 students in 14 Modern-Orthodox high schools in the United States using the measure of Jewish Beliefs, Actions and Living Evaluation (JewBALE 3.0), an anonymous online survey consisting of 80 questions. The results revealed that exposure to female Torah-scholar role models predicted higher levels of religious commitment, desire to continue learning Torah after high school, and aspirations to become a Torah scholar, especially for female students. Furthermore, having a Torah role model of either or both genders increased students’ desire to continue learning Torah and become a Torah scholar. Specific differences based on the gender of the students and of the role model were also found, remaining consistent with the literature’s preference for same-gender role models. This study validates the criticality of all students having a role model of either gender and the importance for female students particularly to be exposed to female Torah-scholar role models. Specifically, the finding that having exposure to a female Torah scholar has a significant impact on the religious growth and desire to learn Torah of female high school students should encourage the Modern-Orthodox communities to invest in the growth of female Torah scholarship and provide female Torah scholars with opportunities to teach and influence both the females and males of the Jewish community.
Description: Doctoral dissertation, EdD / Open Access2023-09-01T00:00:00ZThe integration and adjustment of 1st, 2nd, 3rd, and 4th generation immigrant students attending Modern Orthodox Jewish day schools in the USA
https://hdl.handle.net/20.500.12202/9056
Title: The integration and adjustment of 1st, 2nd, 3rd, and 4th generation immigrant students attending Modern Orthodox Jewish day schools in the USA
Authors: Legesse, Shmuel Seifu
Abstract: For Jewish immigrants to benefit from the resources and access job opportunities in the United States, they need to integrate. Acculturation is an important achievement in an immigrant's adaptation goals (Rosenthal, 2018) because it influences behavioral, affective, and cognitive functioning (Guler & Berman, 2019). Yeshiva schools were introduced in the United States to provide Jewish children with Jewish education while helping them acculturate and pursue secular higher education goals. The impact of minority schools on the acculturation of students varies. At the time of this study, there was little in the extant literature regarding U.S. Yeshiva school students' acculturation and how it influenced their life satisfaction, self-esteem, and GPA perception. The study sought to fill this gap. The aim was that study findings would yield information about how acculturation relates to the satisfaction, self-esteem, and academic achievement of high school adolescent students attending day Yeshiva schools, both natives and immigrants. The findings showed that acculturation influenced students' self-esteem, life satisfaction, and their perceptions of GPA. Immigrant students were found to be aware of the influence of the premigration culture, which shaped their emotional and mental efficacy in the host country. Acculturation knowledge was perceived as critical for behavioral and psychological adaption for upward or downward academic and social mobility. The critical role of minority institutions in the acculturation process and educational goals fitted the two-dimensional acculturation concept. Thus, a multicultural approach was found significant for students, parents, teachers, and acculturation practitioners when helping native and immigrant students fit into the U.S. culture. The findings imply that teachers in Yeshiva schools must embrace and explore new cultural experiences and diversity to boost life satisfaction, self-esteem, and academic satisfaction.
Description: Doctoral dissertation, EdD / Open Access2023-06-27T00:00:00ZVicarious trauma experienced by visitors to a central Holocaust museum
https://hdl.handle.net/20.500.12202/8906
Title: Vicarious trauma experienced by visitors to a central Holocaust museum
Authors: Golding, Julie J.
Abstract: Holocaust museums are “dark tourist sites” dedicated to teaching about the attempted genocide of the Jewish people, memorializing six million victims, and warning about the dangers of leaving hate unchecked. They play a central role in educating millions of individuals about the Holocaust. However, visitors often arrive with little educational or psychological preparation for their encounter with difficult histories. This study examines the psychological effect of museum visits on students and the potential risks associated with having previously experienced a traumatic experience. This quantitative study utilizes three measures to explore the correlation among adverse childhood events, coping styles, and the ability of students to engage in potentially emotionally charged material presented during a visit to a Holocaust museum. First, the Museum Experience Scale (MES) focuses on the extent to which a student is immersed in the museum experience and assesses four aspects, including engagement, knowledge and learning, meaningful experience, and emotional connection. Next, the Brief COPE measures how much students use different coping styles to deal with the stressful nature of Holocaust education. Finally, the Adverse Childhood Experience Study (ACE) measures potentially traumatic life events previously experienced by museum visitors. The measures were administered to high school-age students who visited a central Holocaust museum in New York City. The results reveal that there was not a significant relation between adverse childhood experiences and the museum experience. However, students who experienced violent adverse childhood experiences tended to have a less immersive museum experience, while those who had previously learned about the Holocaust in a way that was scary or distressing tended to have a more immersive learning experience. Out of the four coping measures, only religious coping tended to be positively correlated with an immersive museum experience. Finally, there was some evidence that those who had previously met a Holocaust survivor were also more immersed in the museum experience. This study was conducted with the goal of improving the ability to provide proper psychological preparation and more psychological care during and after the program for students who visit Holocaust museums.
Description: Doctoral dissertation, PhD / Open access2023-03-03T00:00:00Z