Azrieli Graduate School of Jewish Education & Administration

Permanent URI for this communityhttps://hdl.handle.net/20.500.12202/11

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Factors contributing to English language acquisition among Hispanic adults in basic education programs
(ProQuest Dissertations & Theses, 1987) Morales, Milga
Although studies pertinent to adult Hispanics with limited literacy in their native language are few, research by Cummins, and others, suggests that among children acquiring a second language the level of development in L1 (native language) affects the acquisition of L2 (second language). Research demonstrating the effect of selected variables, including native language literacy on second language acquisition among Hispanic adults in basic education programs, however, does not appear to be available in the literature. Moreover, there are no studies that address the forms and uses of literacy in L1 and L2 among this population.;The original sample population in this study consisted of 127 Hispanic adults enrolled in English as a second language classes in an adult basic education program in New York City. Spanish and English instruments were used to measure language proficiency over a period of three months. Questionnaires, structured interviews, and participant observer techniques were used to gather descriptive data on the subjects. The study sought to investigate the relation of native language literacy, years of schooling in the native country, years of residence in the United States and gender to second language acquisition, as measured by English oral and reading tests. A correlation matrix and stepwise multiple regression were used to analyze the quantitative data. It was expected that the selected variables would contribute significantly to second language acquisition.;The results of the correlational study appear to support Cummins' linguistic interdependence hypothesis and suggests that the level of development in L1 affects acquisition of English as a second language. In the multiple regression analysis literacy in the native language contributed significantly to second language acquisition when the results of oral English performance were not included in the equation. Performance on pre-tests of oral language proficiency emerged as the best predictor of English language acquisition as measured by English cloze and post-tests of English oral language proficiency.;The observations and structured interviews generated qualitative data reflecting a prevalence of contextualized uses of literacy and low levels of schooling among the sample population. The use of participant observer techniques emerged as a viable research tool with adults in this study. (Abstract shortened with permission of author.).
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HISTORY OF ADULT JEWISH EDUCATION IN FOUR NATIONAL JEWISH ORGANIZATIONS
(ProQuest Dissertations & Theses, 1967) COHEN, SAMUEL I.
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Modern Orthodox Adults Self-Reporting on their Adult Education Needs and Learning Preferences
(ProQuest Dissertations & Theses, 2016) Cohn, Ellen Sue
This study explored the educational preferences and motivational typology of Modern Orthodox adults, a community that according to previous research appeared to present a contrasting educational paradigm than that evidenced by other adult students. The research conducted in the liberal Jewish community and in the broader contemporary field of American adult education discussed how adults tended to learn at times of developmental transition in order to find personal meaning and to gain practical skills. Alternatively, research about Orthodox adult education demonstrated that Orthodox adults gravitated toward a more "consistent and integral" pattern of textual study due to their earlier educational background obtained in Jewish day school (Grant & Schuster, 2011, p. 670). This study hypothesized that Modern Orthodox adults, as do their contemporary American and liberal Jewish peers, also had developmentally dependent needs that they may wish to have met by adult learning.;The study was conducted by means of an online quantitative, Likert-type scale questionnaire distributed to adults in Modern Orthodox synagogues across the United States, with just under 800 adults (N=797) completing the survey. The respondents were asked about their educational preferences, the factors that might motivate them to attend adult learning, about possible Jewish and life needs that they may wish to have met by education, and about their satisfaction levels. By analyzing descriptive statistics for means, standard deviations, and frequency distributions, the study appeared to confirm the centrality of Modem Orthodox textual study as was indicated in previous research.;However, it also found that around half of the adults presented a medium to high interest in developmentally-based educational activities, while two-thirds demonstrated medium to high interest in courses that "mixed" both a textual and developmental perspective. Additionally, the majority of Modem Orthodox respondents appeared to operate out of a combined cognitive and developmentally- oriented motivational typology that influenced their participation in education. The combined typology for Modern Orthodox adults that integrates the study of traditional texts with a developmentally-based growth-orientation may be unique for this population. The study hopes that the findings will sensitize providers to the dual needs of their adult constituency in implementing curriculum.;Keywords: adult education, adult Jewish learning, Modern Orthodoxy, life cycle transitions, adult developmental psychology, motivational typology, Orthodox adults, Torah study.
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The impact of child care on opportunities for college student-mothers
(ProQuest Dissertations & Theses, 1993) Gonchar, Nancy Tishman
An important focus for the social work profession lies in its enabling clients to make optimal use of opportunities available to them. Public education represents a major chance for upward mobility in our society. Public colleges have a tradition of offering education and all that goes with it to students who might not have access to this in the private sector. This access to higher education has led to the creation of a group of nontraditional students whose use of interventions allows them the opportunity to relate to their education in ways similar to their traditional classmates. Supporting these nontraditional students by understanding and defining such interventions within the university system offers social work a unique opportunity to follow its own mandate of "helping the client to help him/herself.".;A large number of college students at Lehman College, the only public senior college in the borough of the Bronx in New York City, have parental responsibilities to attend to along with their academic endeavors. In an attempt to aid this population, an on-site child care center was established in 1985. The center's enrollment was immediately filled and a constantly expanding waiting list developed. This investigation is an attempt to understand the impact of child care arrangements on student-mothers whose children are age eligible to attend the center.;Twenty-five student-mothers whose children were attending the child care center along with twenty-five student-mothers whose children were wait-listed and twenty-five randomly selected student-mothers with age eligible children comprised the study sample. An original questionnaire was administered by telephone to these seventy-five women. In addition, five or more randomly selected volunteers from each group were interviewed, in person, in a less structured manner. The findings indicated that on-site child care center use allows student-mothers to become more fully immersed in their educational process in a manner comparable to traditional students, by offering a highly satisfactory intervention that recognizes their special needs as student-mothers.

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