Search results for: Research

This article examines state religious school teachers’ attitudes regarding the inclusion of students with special needs and factors affecting their perceptions. A representative sample of 579 teachers from primary, junior high and high schools filled in a questionnaire regarding attitudes toward inclusion and related factors such as professional support, commitment to inclusion, adaptability of the curriculum, extent of inclusion, existence of technical aids, parental involvement and the influence of the inclusion on students without special needs.

This study was inspired by the abundance of literature regarding the withdrawal of non-Orthodox American Jewish teenagers from an active Jewish life. This situation has been called an “epidemic that threatens the future of American Jewry” (Ravitch, 2002b, p. 254). This study sought to answer the primary research question: How do under-engaged Jewish teens self-articulate and self-express Jewish identity and Jewish identification? Portraiture methodology was used to capture how three Atlanta-suburb teenagers articulated and expressed their Jewish identity and Jewish identification. Each of the study participants grew up attending supplemental Jewish education programs and celebrated their Bar or Bat Mitzvah ceremonies, but then disengaged from organized communal Jewish education or social experiences. As current high school junior and seniors, the study participants reflected on how Judaism has shaped who they are, their interactions with Judaism in their daily lives, and the ongoing meaning they derive from being a part of the Jewish people.

A new research brief from the Consortium for Applied Studies in Jewish Education (CASJE) examined data on how “second-in-command” leaders in Jewish day schools said they spent their time. An analysis of responses from these school leaders (who often hold the title of division head or principal, as opposed to head of school) revealed two main leadership typologies in Jewish day schools: 1. Organizational leaders, who spend more time on administrative tasks 2. Instructional leaders, who spend more time observing teachers, providing and planning professional development, and meeting with parents.

The present study examined sexting habits (sending text messages, as well as nude or semi-nude photos, and/or requesting the same from others) among adolescents, as reported by 458 students (101 boys, 357 girls), with the aim of investigating whether and how sexting correlates with parenting styles and manifestations of parental social control. An online link was published on social media, asking participants who meet the research criteria to complete several questionnaires.