A JEWISH SCHOOL MODEL FOR MORAL EDUCATION     

Dr. Jerry Friedman 《Journal of Jewish Education》2013,79(2):37-39

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.  相似文献   

Black Education in South Africa     

Helen Friedman  Harold Friedman 《Equity & Excellence in Education》2013,46(1-6)

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Letter From Mexico     

Helen Friedman  Harold Friedman 《Equity & Excellence in Education》2013,46(4):12-15

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Conversations with Canadian Indian Educators     

Helen Friedman  Harold Friedman 《Equity & Excellence in Education》2013,46(3-6):113-132

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The Virtual Classroom Experience: Viewpoints from Computing and Humanities     

Fadi P. Deek  Maura A. Deek  Robert S. Friedman 《Interactive Learning Environments》2013,21(2-3):113-136

In this article we first describe the past and current status of educational technology at New Jersey Institute of Technology (NJIT) (http://www.njit.edu). We then discuss the main points of deliberation for students, faculty and administrators involving learning via the World Wide Web and other information technologies, such as the Virtual Classroom TM (http://www.vc.njit.edu). Implementation and expansion of Web-based instructional activities at NJIT is occurring in all colleges of the university. In the Computer and Information Science (CIS) and Humanities and Social Sciences (HSS) departments, there is an ongoing and concerted effort to find practical applications of technology that meet educational ends. Such productive mergers highlight the complex issues that exist among instructional staff, administrative concerns and distance learning technologies. We conclude with a suggestion as to how such activity, in concert with a more developed communications tec hnology infrastructure, can serve to enhance the educational experience and outcomes of NJIT students.  相似文献   

马桶座圈——真的是你家里最脏的地方吗?     

Charlotte Pritchard  WJ 《英语辅导》2013,(2):26-29

马桶座圈背负着一个不公平的污名,那就是被认为是一般家庭中最脏的物件。但科学家们称,我们的家里其实有更为污秽的地方,有些地方还是最令人意想不到的。你会在马桶座圈上切菜吗?我想基本上所有人都说不会。但或许我们得重新考虑一下了。  相似文献   

The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys     

Arlen C. Moller  Emma Forbes-Jones  A. Dirk Hightower  Ron Friedman 《Early childhood research quarterly》2008

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.  相似文献   

A Similarity Heuristic in Children’s Possibility Judgments     

Brandon W. Goulding  Ori Friedman 《Child development》2021,92(2):662-671

Children often judge that strange and improbable events are impossible, but the mechanisms behind their reasoning remain unclear. This article (N = 250) provides evidence that young children use a similarity heuristic that compares potential events to similar known events to determine whether events are possible. Experiment 1 shows that 5- to 6-year-olds who hear about improbable events go on to judge that similar improbable events can happen. Experiment 2 shows that 5- to 6-year-olds more often affirm that improbable events can happen if told about related improbable events than if told about unrelated ones. Finally, Experiment 3 shows that 5- to 6-year-olds affirm the possibility of improbable events related to known events, but deny that related impossible events can happen.  相似文献   

Rethinking healthy families: a continuous responsibility     

Oshana D  Harding K  Friedman L  Holton JK 《Child abuse & neglect》2005,29(3):219-28; author reply 241-9

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Food sharing in albino rat pups: Does familiarity breed contempt?     

Georgia D. Wills  Frank R. Moore  Andrea L. Wesley  Barry Friedman 《Learning & behavior》1984,12(1):106-108

The present experiment investigated the effects of kinship and familiarity upon food sharing in pairs of albino rat pups. Five pairs of rats from each of the following groups were tested: (1) familiar siblings, (2) nonfamiliar siblings, (3) familiar nonsiblings, and (4) nonfamiliar non-siblings. A small food portion was used, necessitating not only close physical contact, but also cooperation in the sense that both pups were required to remain relatively immobile in order for both to feed simultaneously. Results indicated more frequent sharing among unfamiliar pups, whether related or not. Results also indicated that food sharing increased in frequency among all four groups over the 5-day testing period, suggesting that cooperation in the form of food sharing can develop, or increase in frequency, over time in albino rat pups.  相似文献