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" The impact of selected characteristics of teachers, pupils, parents, and school on the levels of Jewish knowledge, Jewish involvement, and Jewish attitudes of third- and fourth-grade pupils in Jewish supplementary schools "
N. J. Fischer
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1113035
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TLpq304106283
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| Main Entry
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N. J. Fischer
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| Title & Author
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The impact of selected characteristics of teachers, pupils, parents, and school on the levels of Jewish knowledge, Jewish involvement, and Jewish attitudes of third- and fourth-grade pupils in Jewish supplementary schools\ N. J. Fischer
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| College
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The University of Alabama at Birmingham
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| Date
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1994
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| student score
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1994
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| Degree
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Ed.D.
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| Page No
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213
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| Abstract
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This research examined the relationships between eighteen selected teacher, parent, pupil, and school variables and each of three dependent variables: pupil Jewish knowledge, Jewish involvement, and Jewish attitudes. Five separate instruments, adapted and modified from previous studies, were used to gather data. Principals were surveyed concerning the demographics of their schools (N = 29). Teachers were surveyed as to their years of experience, Jewish and secular educational background, use of teacher materials, and perceptions of the climate and organizational structure of their respective schools. These organizational structures included goal consensus, student discipline, teacher behavior, staff conflict, and centralization of influence (instruction and curriculum/resources, horizontal and vertical communication, and facilitative leadership (N = 49)). Pupils were surveyed as to their Jewish involvement and attitudes and were tested on knowledge of Hebrew language based on their text, The New Siddur Program for Hebrew and Heritage: 1 (N = 707). Parents were surveyed as to their involvement in Jewish life as well as their participation in adult Jewish education (N = 315). Data were analyzed using chi-square, Pearson product-moment correlation coefficient, multiple regression, and stepwise multiple regression. A p-value of usd{\le.01}usd was used throughout. Findings indicated that none of the four teacher variables had any statistically significant impact on pupil knowledge, involvement, or attitudes. Parent variables which were used also had no statistically significant impact on knowledge, involvement, or attitudes. None of the nine school variables had any statistically significant affect on involvement or attitudes and only vertical communication (between teachers and principal) showed any statistical significance and that related to pupil knowledge. In practical terms, none of the factors associated with schooling had any significant affect. The only relationship showing any statistical significance was between pupil involvement and pupil attitudes. This relationship accounted for 20% of the variance. Although pupil involvement had shown some statistical significance in relation to knowledge, in practical terms its impact was insignificant. Even though little variance in each of the dependent variables was accounted for, results did indicate that pupils in supplementary schools appeared to be acquiring knowledge, were not overly involved in Jewish activities, but had very positive attitudes about their Judaism.
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Education
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Families family life
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Personal relationships
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Religious education
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Social sciences
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third-grade
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