LEADER 03112nam 2200613 a 450 001 9910808687203321 005 20240516022424.0 010 $a1-61811-082-9 024 7 $a10.1515/9781618110824 035 $a(CKB)2670000000204313 035 $a(EBL)3110472 035 $a(SSID)ssj0000685887 035 $a(PQKBManifestationID)11930679 035 $a(PQKBTitleCode)TC0000685887 035 $a(PQKBWorkID)10717601 035 $a(PQKB)11056716 035 $a(MiAaPQ)EBC3110472 035 $a(DE-B1597)540802 035 $a(OCoLC)796999558 035 $a(DE-B1597)9781618110824 035 $a(Au-PeEL)EBL3110472 035 $a(CaPaEBR)ebr10567528 035 $a(CaONFJC)MIL546259 035 $a(EXLCZ)992670000000204313 100 $a20120608d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDevelopment, learning and community $eeducating for identity in pluralistic Jewish high schools /$fJeffrey S. Kress 205 $a1st ed. 210 $aBoston $cAcademic Studies Press$d2012 215 $a1 online resource (250 p.) 225 1 $aJudaism and Jewish life 300 $aDescription based upon print version of record. 311 0 $a1-936235-30-7 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tCONTENTS --$tPREFACE. AN INFORMAL INDUCTION --$tINTRODUCTION. INSIDE THE SCHOOLS (AND OUT)- BACKGROUND AND METHODS --$tCHAPTER 1. A HOLISTIC DEVELOPMENTAL APPROACH TO JEWISH EDUCATION --$tCHAPTER 2. SCHOOL SKETCHES --$tCHAPTER 3. EDUCATING FOR JEWISH IDENTITY DEVELOPMENT --$tCHAPTER 4. THE CHALLENGES OF DIVERSITY - BALANCING INDIVIDUALS, GROUPS, AND COMMUNITY --$tCHAPTER 5. TOWARD A DISCOURSE OF JEWISH DEVELOPMENTAL EDUCATION --$tCHAPTER 6. LEADERSHIP ISSUES FOR JEWISH DEVELOPMENTAL EDUCATION --$tCHAPTER 7. CONCLUDING REMARKS --$tACKNOWLEDGMENTS --$tREFERENCES --$tINDEX 330 $aDevelopment, Learning, and Community uses data drawn from a study of pluralistic Jewish high schools to illustrate the complex and often challenging interplay between the cognitive and socio-affective elements of education. Throughout, Kress grapples with questions such as: How can the balance between community cohesion and group differences be achieved in diverse settings? What are the educational implications of an approach to identity development rooted in contemporary developmental theories that posit the interaction among cognition, affect, and behavior? How can the "formal" and "informal" offerings of a school coalesce to address these broadly conceived identity outcomes, and what are the challenges in doing so? 410 0$aJudaism and Jewish life. 606 $aJews$xEducation 606 $aJewish day schools 615 0$aJews$xEducation. 615 0$aJewish day schools. 676 $a371.076 700 $aKress$b Jeffrey$01594317 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910808687203321 996 $aDevelopment, learning and community$93914826 997 $aUNINA