Philosophy and Empirical Evidence: Achieving Vision Through Research

Ben-Avie and Comer describe how Jewish day schools and the Yale Child Study Center's School Development Program (SDP) share a common agenda regarding the aim of education. The foundational science of education is child development, advocates James P. Comer in such seminal works as School Power...

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Bibliographic Details
Published in:Journal of Jewish education 2005-01, Vol.71 (1), p.67-94
Main Authors: Ben-Avie and, Michael, Comer, James P.
Format: Article
Language:English
Subjects:
Child Development
Day Schools
Educational Change
Educational Objectives
Educational Philosophy
Jews
Religious Education
Study Centers
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Summary:Ben-Avie and Comer describe how Jewish day schools and the Yale Child Study Center's School Development Program (SDP) share a common agenda regarding the aim of education. The foundational science of education is child development, advocates James P. Comer in such seminal works as School Power (1980) and Waiting For A Miracle (1998). SDP, the educational change initiative founded by Comer, informed the design of the current study, which is an empirical exploration of how the climate of relationships in Jewish day schools impede or promote the process through which children forge a relationship to the Jewish people. The authors appreciate the editorial guidance and support provided by Maurice Elias and Michael Zeldin. A special thanks is also extended to Aryeh Davidson, Norris M. Haynes, Carol Ingall, and Trudy Raschkind Steinfeld. For more information about the research or surveys described in this article, please visit www.impactanalysis.org .
ISSN:1524-4113
1554-611X
DOI:10.1080/00216240590924042