Verhaltens- und Kompetenzentwicklung im Kontext der Familie

The significance of family influences for children’s development is beyond dispute. Social disparities in stimulation provided by families and their influence on cognitive competencies have frequently been pointed out. However, little notice has been attracted to the variety of everyday family activities and their importance for children’s behavioral and competence development. Focusing on 6 to 8 years old children (n?=?1,377), this paper investigates firstly which factors affect mothers’ education-oriented and outdoor activities with their child, children’s involvement in household chores and aspects of parenting. Secondly, we analyze how these different types of activities as well as the parenting climate relate to children’s problem behavior, prosocial behavior, and everyday language skills. Cross-sectional regression analyses point to advantages of high maternal education and child-centered parenting. High maternal educational resources facilitate a focus on education-oriented activities, while outdoor activities and children’s involvement in household chores stand back. In addition to child-centered parenting, features of everyday family activities prove relevant for children’s behavioral and competence development.     

CONFRONTING THE RABIN ASSASSINATION IN OUR EDUCATIONAL INSTITUTIONS

PART II The Subject Matter

Despite the Differences noted in the various curricula under consideration here, all three are dedicated to the proposition that knowledge is central to the forming of the Jew. The 1978 curriculum, appearing as it does at a time in which many Jewish educators have opted for an emphasis on affective experience, reaffirms the assertion that “An empty-headed person cannot be sin fearing, nor can an ignorant person be truly pious.” The centrality of subject matter in each of the curricula invites a comparison of the levels of achievement to which they aspire. In this section we propose an analysis of several areas of the curricula and thereby to arrive at an estimate of what the student “knows” and is capable of doing if the course of study in these subjects is completed as planned.     

PSYCHOLOGY: ITS PRACTICE AND TEACHING IN A JEWISH COLLEGE

Abstract

Back to the Sources: Reading the Classic Jewish Texts. Edited by Barry W. Holtz. Summit Books, New York, 1984. pp. 448. $19.95.

The Chronicle of the Lodz Ghetto 1941-1944. Edited by Lucjan Dobroszycki. Yale University Press, New Haven, 1984. pp. 551. $35.00.

From Time Immemorial: The Origins of the Arab-Jewish Conflict Over Palestine by Joan Peters. Harper &; Row, New York 1984. pp. 601. $24.95.

The World Guide for the Jewish Traveler by Warren Freedman. E. P. Dutton, New York, 1984. pp. 360. $8.95 (paper).

Jews, Turks and Infidels by Morton Borden. University of North Carolina Press, Chapel Hill, 1984. pp. 163. $17.95.

The Land Question in Palestine, 1917-1939 by Kenneth W. Stein. University of North Carolina Press, Chapel Hill, 1984. pp. 314. $29.00.

The Jewish Family: Authority and Tradition in Modern Perspective by Norman Linzer. Human Sciences Press, New York, 1984. pp. 217. $I6.95 (paper).

Diaspora: Exile and the Jewish Condition Editied by Etan Levin. Jason Aronson, New York, 1983. pp. 337.

The Jerusalem Cathedra, Volume III Edited by Lee I. Levine. Wayne State University Press, Detroit, 1984. pp. 361. $25.00.

The Roots of Anti-Semitism by Heiko A. Oberman. Translated by James I. Porter, Fortress Press, Philadelphia, 1984. pp. 163.

Jewish Ethics and Halakhah for our Time: Sources and Commentary by Basil F. Herring. Ktav, Yeshiva Univesity Press, New York, 1984. pp. 243. $I5.00 cloth, $9.95 paper.

Jewish Life Under Islam: Jerusalem in the Sixteenth Century by Amnon Cohen. Harvard University Press, Cambridge 1984. pp. 267. $30.00.

Israel in the Mind of America by Peter Grose. Alfred A. Knopf, New York, 1984. pp. 361. $17.95.

Hitler, Germans and the “Jewish Question” by Sarah Gordon. Princeton Univerity Press, 1984, pp. 412. $40.00 cloth, $14.50 paper.

A Mediterranean Society, Volume IV: Daily Life by S. D. Goitein. University of California Press, Berkeley, 1984. pp. 492. $38.50.     

A JEWISH SCHOOL MODEL FOR MORAL EDUCATION

Since Gaonic times a great deal of Jewish history had been made, and vast areas of Jewish living had been vitally affected by an intellectual device known as “Shaalot Utshuvot” (“Responsa”), an exchange of correspondence between two leaders of Jewish thought and learning. Something in the nature of such a responsum took place between our colleagues Drs. Judah Pilch and David Kuselewitz, on the occasion of the former's publishing an experimental edition of a proposed High School curriculum, in his former capacity as director of the Curriculum Research Institute.

We publish herewith David Kusele‐witz's reply to Judah Pilch's request for his evaluation of the curriculum proposal. Written in 1965, it is still very relevant to our troubles and our challenges, and offers much food for bold and innovative thought on several vital Jewish educational issues.     

Curriculum-Based Measurement as a Predictor of Performance on a State Assessment: Diagnostic Efficiency of Local Norms

With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local decisions. Scores on Dynamic Indicators of Early Literacy Skills Oral Reading Fluency for 1,374 students in Grades 2 to 5 were used to predict outcomes the Georgia reading achievement test, the Criterion Referenced Competency Tests. Local norms were generated using logistic regression and receiver operator characteristic curve analysis. The generated cut scores were compared to the commercial norms for differences in diagnostic efficiency. The generated cut scores were lower than the commercial norms and had improved diagnostic efficiency. Implications related to educational policy and the use of R-CBM are discussed.     

Effects of Individualized Instruction on Control Expectancy: A Field Test

Abstract

This study was conducted in order to determine whether or not one semester of individualized instruction is enough time to create in students an increased sense of being able to control payoffs in life and to lead students to develop a more realistic appraisal of their ability to control payoffs in an academic environment. Paradoxically, the converse may occur. When first confronted with a success-oriented instructional process and opportunities for self-pacing, students with failure histories may become more external, anxious, or uncertain. In order to examine these notions, a sample of 126 educationally deficient students who were beginning their first semester of study in a community college were selected from 18 different sections of math, English, and history and tested twice—once at the beginning of the term and again late in the term just prior to finals.