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Degree: EdD

You searched for subject:(Jewish). Showing records 1 – 10 of 10 total matches.

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Northeastern University

1. Berman, Nancy L. Post b'nai mitzvah education: why bother?.

Degree: EdD, School of Education, 2017, Northeastern University

 This qualitative case study deals with the experience of students in Jewish education following the benchmark of bar or bat mitzvah at age 13. While… (more)

Subjects/Keywords: Jewish; post b'nai mitzvah; supplementary

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APA (6th Edition):

Berman, N. L. (2017). Post b'nai mitzvah education: why bother?. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248297

Chicago Manual of Style (16th Edition):

Berman, Nancy L. “Post b'nai mitzvah education: why bother?.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20248297.

MLA Handbook (7th Edition):

Berman, Nancy L. “Post b'nai mitzvah education: why bother?.” 2017. Web. 19 Oct 2019.

Vancouver:

Berman NL. Post b'nai mitzvah education: why bother?. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20248297.

Council of Science Editors:

Berman NL. Post b'nai mitzvah education: why bother?. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248297


Northeastern University

2. Zigmond, Leah. A reason to stay: the Jewish camp counselor experience as it relates to job retention among counselors at Jewish summer camps.

Degree: EdD, School of Education, 2016, Northeastern University

 The American Summer Camp industry is a large, growing, and significant aspect of Americas recreation and education systems with more than 14,000 day and overnight… (more)

Subjects/Keywords: camp counselors; emerging adults; Jewish camp; job retention; phenomenology; summer camp

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APA (6th Edition):

Zigmond, L. (2016). A reason to stay: the Jewish camp counselor experience as it relates to job retention among counselors at Jewish summer camps. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247109

Chicago Manual of Style (16th Edition):

Zigmond, Leah. “A reason to stay: the Jewish camp counselor experience as it relates to job retention among counselors at Jewish summer camps.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20247109.

MLA Handbook (7th Edition):

Zigmond, Leah. “A reason to stay: the Jewish camp counselor experience as it relates to job retention among counselors at Jewish summer camps.” 2016. Web. 19 Oct 2019.

Vancouver:

Zigmond L. A reason to stay: the Jewish camp counselor experience as it relates to job retention among counselors at Jewish summer camps. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20247109.

Council of Science Editors:

Zigmond L. A reason to stay: the Jewish camp counselor experience as it relates to job retention among counselors at Jewish summer camps. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20247109


Northeastern University

3. Pollin, Sharon. A Jewish day school surfing the edge: an autoethnographic study.

Degree: EdD, School of Education, 2017, Northeastern University

 A thriving Jewish day school is a vital cornerstone of a flourishing Jewish community. Particularly in communities with small Jewish populations, Jewish day schools are… (more)

Subjects/Keywords: autoethnography; complexity leadership theory; Jewish day school sustainability

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APA (6th Edition):

Pollin, S. (2017). A Jewish day school surfing the edge: an autoethnographic study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251628

Chicago Manual of Style (16th Edition):

Pollin, Sharon. “A Jewish day school surfing the edge: an autoethnographic study.” 2017. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20251628.

MLA Handbook (7th Edition):

Pollin, Sharon. “A Jewish day school surfing the edge: an autoethnographic study.” 2017. Web. 19 Oct 2019.

Vancouver:

Pollin S. A Jewish day school surfing the edge: an autoethnographic study. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20251628.

Council of Science Editors:

Pollin S. A Jewish day school surfing the edge: an autoethnographic study. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251628


Northeastern University

4. Kasper, Andrea. Entrepreneurial Orientation And Its Effects In A Jewish Day School: A Case Study Of A Jewish High School.

Degree: EdD, School of Education, 2019, Northeastern University

 The purpose of this qualitative study was to explore the nature of entrepreneurial orientation in a Jewish independent school through interviews with the faculty, administrators… (more)

Subjects/Keywords: Entrepreneurial Orientation; Isomorphism; Jewish education; Neo-Institutional Theory; Educational leadership

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APA (6th Edition):

Kasper, A. (2019). Entrepreneurial Orientation And Its Effects In A Jewish Day School: A Case Study Of A Jewish High School. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20319833

Chicago Manual of Style (16th Edition):

Kasper, Andrea. “Entrepreneurial Orientation And Its Effects In A Jewish Day School: A Case Study Of A Jewish High School.” 2019. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20319833.

MLA Handbook (7th Edition):

Kasper, Andrea. “Entrepreneurial Orientation And Its Effects In A Jewish Day School: A Case Study Of A Jewish High School.” 2019. Web. 19 Oct 2019.

Vancouver:

Kasper A. Entrepreneurial Orientation And Its Effects In A Jewish Day School: A Case Study Of A Jewish High School. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20319833.

Council of Science Editors:

Kasper A. Entrepreneurial Orientation And Its Effects In A Jewish Day School: A Case Study Of A Jewish High School. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20319833


Northeastern University

5. Levy, Sarah Lucile. Teacher perceptions of a successful Jewish community day school graduate: an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2013, Northeastern University

 Today's community Jewish day schools face the unique challenge of establishing their own goals and measures of success, free from denominational directives. Previous research has… (more)

Subjects/Keywords: Jewish day school; Jewish identity; Social Identity Theory; student success; teacher goals and perspectives; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Levy, S. L. (2013). Teacher perceptions of a successful Jewish community day school graduate: an interpretive phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003394

Chicago Manual of Style (16th Edition):

Levy, Sarah Lucile. “Teacher perceptions of a successful Jewish community day school graduate: an interpretive phenomenological analysis.” 2013. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/d20003394.

MLA Handbook (7th Edition):

Levy, Sarah Lucile. “Teacher perceptions of a successful Jewish community day school graduate: an interpretive phenomenological analysis.” 2013. Web. 19 Oct 2019.

Vancouver:

Levy SL. Teacher perceptions of a successful Jewish community day school graduate: an interpretive phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/d20003394.

Council of Science Editors:

Levy SL. Teacher perceptions of a successful Jewish community day school graduate: an interpretive phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003394


Northeastern University

6. Greenberg, Galya Pinsky. Exploring the curriculum narratives of Jewish day school bible teachers.

Degree: EdD, School of Education, 2016, Northeastern University

 Pedagogical content knowledge is the knowledge that teachers have about how to teach a given subject. It is acquired through training and experience, but is… (more)

Subjects/Keywords: Bible; Jewish day school teachers; orientations to text; pedagogical content knowledge; Torah

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APA (6th Edition):

Greenberg, G. P. (2016). Exploring the curriculum narratives of Jewish day school bible teachers. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237483

Chicago Manual of Style (16th Edition):

Greenberg, Galya Pinsky. “Exploring the curriculum narratives of Jewish day school bible teachers.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20237483.

MLA Handbook (7th Edition):

Greenberg, Galya Pinsky. “Exploring the curriculum narratives of Jewish day school bible teachers.” 2016. Web. 19 Oct 2019.

Vancouver:

Greenberg GP. Exploring the curriculum narratives of Jewish day school bible teachers. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20237483.

Council of Science Editors:

Greenberg GP. Exploring the curriculum narratives of Jewish day school bible teachers. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237483


Northeastern University

7. Newfeld, Jennifer Robin. Shabbat challenge narratives: examining the use of blended learning in family engagement.

Degree: EdD, School of Education, 2018, Northeastern University

Jewish family education attempts to educate and engage the entire family in Jewish knowledge, practice and community. The programs, activities and classes are designed with… (more)

Subjects/Keywords: blended learning; connected; experiential education; family education; Jewish family engagement; on-line challenge groups

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APA (6th Edition):

Newfeld, J. R. (2018). Shabbat challenge narratives: examining the use of blended learning in family engagement. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282314

Chicago Manual of Style (16th Edition):

Newfeld, Jennifer Robin. “Shabbat challenge narratives: examining the use of blended learning in family engagement.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/D20282314.

MLA Handbook (7th Edition):

Newfeld, Jennifer Robin. “Shabbat challenge narratives: examining the use of blended learning in family engagement.” 2018. Web. 19 Oct 2019.

Vancouver:

Newfeld JR. Shabbat challenge narratives: examining the use of blended learning in family engagement. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/D20282314.

Council of Science Editors:

Newfeld JR. Shabbat challenge narratives: examining the use of blended learning in family engagement. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282314


Boston University

8. Demsch, Berthold. A scorecard and standards for evaluating the organization, administration and supervision of health and physical education in the Jewish community centers of the United States.

Degree: EdD, Education, 1950, Boston University

Subjects/Keywords: Jewish community centers; Physical education and training; Health education

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APA (6th Edition):

Demsch, B. (1950). A scorecard and standards for evaluating the organization, administration and supervision of health and physical education in the Jewish community centers of the United States. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/4560

Chicago Manual of Style (16th Edition):

Demsch, Berthold. “A scorecard and standards for evaluating the organization, administration and supervision of health and physical education in the Jewish community centers of the United States.” 1950. Doctoral Dissertation, Boston University. Accessed October 19, 2019. http://hdl.handle.net/2144/4560.

MLA Handbook (7th Edition):

Demsch, Berthold. “A scorecard and standards for evaluating the organization, administration and supervision of health and physical education in the Jewish community centers of the United States.” 1950. Web. 19 Oct 2019.

Vancouver:

Demsch B. A scorecard and standards for evaluating the organization, administration and supervision of health and physical education in the Jewish community centers of the United States. [Internet] [Doctoral dissertation]. Boston University; 1950. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2144/4560.

Council of Science Editors:

Demsch B. A scorecard and standards for evaluating the organization, administration and supervision of health and physical education in the Jewish community centers of the United States. [Doctoral Dissertation]. Boston University; 1950. Available from: http://hdl.handle.net/2144/4560


Northeastern University

9. Sohn, Johannah Eve. Exploring the integration of technology into Jewish education:: multi-user virtual environments and supplementary school settings.

Degree: EdD, School of Education, 2014, Northeastern University

 This descriptive case study explores the implementation of a multi-user virtual environment (MUVE) in a Jewish supplemental school setting. The research was conducted to present… (more)

Subjects/Keywords: Blended learning; constructivism; Jewish Supplemental School; MUVE; technology integration; Education; Instructional Media Design; Educational technology; Technology; Study and teaching; Shared virtual environments; Jewish religious education of children; Technology; Religious aspects; Jews; Constructivism (Education)

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APA (6th Edition):

Sohn, J. E. (2014). Exploring the integration of technology into Jewish education:: multi-user virtual environments and supplementary school settings. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005053

Chicago Manual of Style (16th Edition):

Sohn, Johannah Eve. “Exploring the integration of technology into Jewish education:: multi-user virtual environments and supplementary school settings.” 2014. Masters Thesis, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/d20005053.

MLA Handbook (7th Edition):

Sohn, Johannah Eve. “Exploring the integration of technology into Jewish education:: multi-user virtual environments and supplementary school settings.” 2014. Web. 19 Oct 2019.

Vancouver:

Sohn JE. Exploring the integration of technology into Jewish education:: multi-user virtual environments and supplementary school settings. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/d20005053.

Council of Science Editors:

Sohn JE. Exploring the integration of technology into Jewish education:: multi-user virtual environments and supplementary school settings. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005053


Northeastern University

10. Salomon, Anna. Exploring professional development needs of digital immigrant and digital native teachers for the successful integration of technology in a Jewish elementary education setting.

Degree: EdD, School of Education, 2014, Northeastern University

 Today's teachers are tasked with the integration of technology in their curriculum and their classrooms. In order to do that, teachers require professional development/training and… (more)

Subjects/Keywords: activity theory; CBAM; digital immigrant; digital native; professional development; technology integration; Education; Educational Leadership; Educational technology; Elementary school teachers; Training of; Jewish day schools

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APA (6th Edition):

Salomon, A. (2014). Exploring professional development needs of digital immigrant and digital native teachers for the successful integration of technology in a Jewish elementary education setting. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20005047

Chicago Manual of Style (16th Edition):

Salomon, Anna. “Exploring professional development needs of digital immigrant and digital native teachers for the successful integration of technology in a Jewish elementary education setting.” 2014. Masters Thesis, Northeastern University. Accessed October 19, 2019. http://hdl.handle.net/2047/d20005047.

MLA Handbook (7th Edition):

Salomon, Anna. “Exploring professional development needs of digital immigrant and digital native teachers for the successful integration of technology in a Jewish elementary education setting.” 2014. Web. 19 Oct 2019.

Vancouver:

Salomon A. Exploring professional development needs of digital immigrant and digital native teachers for the successful integration of technology in a Jewish elementary education setting. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/2047/d20005047.

Council of Science Editors:

Salomon A. Exploring professional development needs of digital immigrant and digital native teachers for the successful integration of technology in a Jewish elementary education setting. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20005047

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