Listening to Those Who Stay: Student Perspectives on Congregational School Engagement

For millions of American Jews, the words “Jewish education” most likely conjure images of days spent in synagogue classrooms decoding Hebrew, reciting prayers, learning holiday customs, and reading about biblical figures. This is the past, but (we hope) not the future of congregational education.1This form of part-time, mostly afterschool and/or weekend Jewish learning has been the most popular single setting for the Jewish education of Jewish children for many decades. More than 2,000 supplementary schools (most, though not all, of which are part of synagogues) are the main source of Jewish education for more than 230,000 Jewish children in North America (Wertheimer, 2008), making them “the largest ‘network' operating in the arena of Jewish education” (Wertheimer, 2009a).2Despite its popularity, supplementary education has long been subject to often biting criticism as ineffectual or worse. In recent years, these critiques have sparked renewed efforts to improve and even transform congregational education. The breadth and scope of these efforts, encompassing hundreds of synagogues and dozens of communities, have made it more urgent that we understand the dynamics of congregational educational change: how it works and how to make it work better. 1For the purposes of this article, a congregational school is a Jewish religious school serving children in grades K-12 and that is directly affiliated with and supported by a temple or synagogue of any denomination (or that is unaffiliated). There are many other names for these afterschool Judaic learning programs (e.g., “Hebrew,” “religious,” or “supplementary” schools). Most recently, the nomenclature “complementary schools” has come to signify the range of settings that offer part-time Jewish education for students in grades K-12. This article focuses specifically on congregational schools. 2This may change as enrollments in all-day Jewish schools approach and may soon exceed those in supplementary programs. See A Census of Jewish Day Schools in the United States, 2008–2009 (Schick, 2009). However, the growth in day schools today is being driven largely by Orthodox and, in many cases, Haredi enrollment. Among the non-Orthodox Jewish population, supplementary schools are likely to remain the predominant form of childhood Jewish education for many years to come.

ABSTRACTIn recent years the Jewish community has witnessed a growth in the development of Jewish afterschool programs that provide childcare as well as Jewish educational programming to elementary age children. This possible trend may represent a diversification of options for families seeking to provide Jewish education and Jewish experiences for their children. Through a close examination of three afterschool programs and neighboring congregations, this article will consider whether these new start-up educational institutions threaten or complement the existing Jewish educational structures such as the congregational supplementary school and whether or not there are opportunities for congregational schools and afterschool programs to partner in serving families and what might those partnerships look like.

International Handbook of Jewish Education

MIND Minority/Multicultural Engineering Program Impact: How Students Describe Their Perspective of Co-Curricular SupportAbstract Student support centers (e.g., Minority Engineering Programs) are common approaches tosupporting underrepresented students in engineering colleges at large, 4-year, public, research-intensive universities. Despite the widespread adoption of these student support centers, researchhas not yet fully examined the function of these units with regard to influencing the institutionalexperience of undergraduate. While many researchers have investigated student support centerswith regards to academic impact (i.e., change in GPA and graduation rates), we know very littleabout how these centers directly influence the institutional experiences of undergraduatestudents. The purpose of this qualitative multicase study is to highlight the student perspective ofminority/multicultural engineering programs (MEPs). In particular, our overarching researchquestion is as follows: From the student perspective, what impact does an MEP have on theundergraduate experiences of engineering students from underrepresent populations?This study is part of larger project focused on the use of co-curricular support in engineeringcolleges. The data analyzed for this study is a subset of the data from the larger study that wascollected from two of the six universities – one focus group was conducted at University 1 andtwo focus groups were conducts at University 2. Focus groups were used to understand theoverall impact students believed that the MEP had on the experience of underrepresentedengineering students at their institution. In particular, we investigated the advantages to beinginvolved, the disadvantages to being involved, reasons students were involved, and reasonsstudents were not involved. While students did report primarily positive impacts, lessonspertinent to the negative impact a MEP can have on the student experience were also revealed.These findings will assist engineering colleges with offering student interventions that positivelyinfluence the undergraduate experience while mitigating unintended negative impacts. This studyis a step towards better understanding the use of co-curricular support to improve the institutionalexperience of undergraduate engineering students.

With the rising number of children from interfaith families in many congregational religious schools, research on the Jewish education of those who are raised in interfaith homes is sparse and fragmented. Historically, the adolescent years have been a period of marked decline in the participation of both formal and informal Jewish educational programs. This chapter, which focuses on a North American perspective, provides a deeper understanding of what motivates teenagers from interfaith families to further their post-bar/bat mitzvah Jewish learning. A case study is used as the lens through which to examine the various factors that have influenced the decision. My findings are supported by the research on resilient youth, which identifies the fact that having high academic expectations, providing opportunities for active participation in the learning process, and developing significant relationships can successfully motivate and engage youth in our schools. The teenagers from interfaith families who continue their Jewish education express their satisfaction with the fact that they are able to build trusting friendships with teachers, rabbis, youth group advisors, and other adults in the Jewish community.

At a time when congregational schools were beginning to decline, A Symposium on the Jewish Community School, in the 1965 winter issue of Jewish Education magazine, indicated that these schools could be saved if they would open their admissions policy and change their curricular approach.1 However, it was realized that within a few years no matter what these schools would do, their efforts would be ineffective in combating the decline in birthrate. Just ten years later the minutes of a joint American Association of Jewish Education and American Jewish Committee Conference indicated that congregational schools, with but few exceptions, were beyond recovery. Their only hope was either to merge or become absorbed by the community.2

Jewish educators are understandably interested in research on how bar/bat mitzvah affect Jewish education or research on what Jewish schools have done to avoid the distortions of a focus on bar/bat mitzvah. Research might also focus on the somewhat different and more ambitious topic of the role that bar/bat mitzvah play in contemporary Jewish identity. Three examples—the meaning of bar/bat mitzvah in intermarried families, bar/bat mitzvah as a ritual entry into early adolescence, and how bar/bat mitzvah perform values—indicate how this larger research agenda might be useful to those rethinking the role of bar/bat mitzvah in Jewish supplementary school education.

What are the basic variables that one ought to consider when attempting to describe possible trends in supplementary Jewish education in the United States during the next decade? They should include the following: Birth rate in Jewish families which are but marginally associated with various Jewish causes; the interest of these families in Jewish life and religion; identification with Israel and Israel-related causes; general climate for Jewish education in the communities in which these families reside; rate of growth in tuition requirements for day school enrollment; and comparative educational achievement in day schools and supplementary schools.

Constraint-induced movement therapy has been shown to be effective in a sub-group of sub-acute stroke survivors but has not been widely implemented in the United Kingdom. This study explored therapist and stroke survivor perceptions and experiences of constraint-induced movement therapy and explored the non-agreement (incongruence) and agreement (congruence) of these perspectives. Consenting occupational therapists (n = 3) and physiotherapist (n = 5) participated in a focus group discussion. Four-stroke survivors undertook pre- and post-constraint-induced movement therapy interviews. Stroke survivor participants selected and undertook an evidence-based constraint-induced movement therapy protocol. Focus groups and interview audio recordings were independently analysed thematically. Therapist and stroke survivor views were subsequently synthesised using meta-ethnographic principles. Four over-arching themes were identified: motivation and determination to participate in constraint-induced movement therapy; who benefits; which protocol; making constraint-induced movement therapy feasible. The final over-arching theme comprised five sub-themes: fatigue and sleep; pain; transport; need for support; training, support and mentorship for therapists. Stroke survivors and therapists held contrasting views on three themes. Participating stroke survivors successfully undertook a self-selected, evidence-based constraint-induced movement therapy protocol. The identified enablers and barriers should inform future constraint-induced movement therapy protocol development. The contrasting views held by therapists and stroke survivors reinforce the need for collaborative communication and opportunity for choice during constraint-induced movement therapy.

The purpose of this research was to investigate the history of the role of women in Jewish education in the United States and to assess the attitudes of professional and lay leaders of congregations in the Chicago Jewish community toward the employment of women as administrators of congregational religious schools.

Background: This paper explores how implementation and refinement of an early intervention (EI) program for children with delayed development was informed by an iterative, intentional and structured process of measurement. Providing access to early intervention therapy for children in rural areas of India is challenging due to a lack of rehabilitation therapists and programs. Following a biopsychosocial framework and principles of community-based rehabilitation, a non-governmental organization, Amar Seva Sangam (ASSA), overcame those barriers by designing a digital technology supported EI program in rural Tamil Nadu, India. Program objectives included providing service access; supporting program engagement, child development and school enrollment; and positioning the intervention for scale-up. This paper contributes to a growing body of literature on how program design and implementation can be informed through a cyclical process of data collection, analysis, reflection, and adaptation.Methods: Through several strands of data collection, the design and implementation of the EI program was adapted and improved. This included qualitative data from focus groups and interviews with caregivers and service providers, and a mobile application that collected and monitored longitudinal quantitative data, including program engagement rates, developmental progression, caregiver outcomes, and school enrollment status.Results: Measurements throughout the program informed decision-making by identifying facilitators and barriers to service providers' quality of work-life, family program engagement, and school enrollment. Consultation with key stakeholders, including caregivers and service providers, and data driven decision making led to continual program changes that improved service provider quality of work-life, program engagement and school enrollment. These changes included addressing gender-related work challenges for service providers; forming caregiver support networks; introducing psychological counseling for caregivers; providing medical consultations and assistive devices; creating community awareness programs; improving access to therapy services; focusing on caregiver education, motivation and support; and advocacy for accessibility in schools.Conclusion: The process of using evidence-informed and stakeholder driven adaptations to the early intervention program, led to improved service provider quality of work-life, greater program engagement, improved school enrollment and positioned the intervention for scale-up, providing lessons that may be beneficial in other contexts.

Telehealth placements in speech and language therapy provide crucial opportunities for both learning and service delivery when clinicians, students and/or clients are separated by factors such as distance or illness. While the use of telehealth placements has increased in recent times, they remain a relatively underexplored phenomenon with limited information available about the perceptions and experiences of practice educators and students. The aim of this study was to explore experiences of telehealth-delivered speech and language therapy services and tele-supervision from the perspective of speech and language therapy students and practice educators. This study used a sequential exploratory mixed methods design with a questionnaire study followed by a series of focus groups with Australian speech and language therapy educators and speech pathology students. Different questionnaires were used with students (n=56) and practice educators (n=27); each explored perceptions of interaction, engagement and student learning via multiple-choice and open-ended questions. Multiple-choice answers were analysed descriptively; open-ended questions were analysed with qualitative content analysis. The results informed the focus group questions. Separate focus groups were held with students (n=17) and practice educators (n=20); each explored student learning and development as well as educator supervisory practices. Data were analysed inductively using thematic network analysis. Responses from both student and practice educator questionnaires indicated that students develop some different skills on telehealth placements compared to in-person placements and telehealth placements were more suitable for some students compared to others. We constructed 12 basic themes related to student and educator practices, student learning, client care, perceptions about telehealth, and location of educator and student. These were grouped into three organising themes: processes, perceptions, place. The organising themes were summarised into the overarching theme 'telehealth and in-person placements: same, same, but different'. This study adds to the growing body of literature indicating that telehealth placements can meet student learning needs. It suggests that both educators and students need to learn new skills or adapt their current practices to engage in these placements. This paper includes recommendations for how to manage the different practices required by universities, educators and students to promote successful telehealth placements, particularly when the educator and student are not co-located. What is already known on this subject Telehealth use has increased dramatically since the COVID-19 pandemic, both for clinical services and student placements in allied health services in general as well as speech and language therapy (SLT). Student placements conducted via telehealth are beneficial for student learning but some skills such as communication and interpersonal interaction develop differently. Placements can involve students delivering clinical services via telehealth and/ or remote student supervision (tele-supervision). What this paper adds to existing knowledge By drawing on the perspectives of students and practice educators, this paper demonstrates that the processes used for supervision, planning and clinical services are different in telehealth compared to in-person placements. It reveals that SLT students and educators have strongly held perceptions about the value and equivalence of telehealth placements that change over the course of a telehealth placement. This paper suggests placements that combine telehealth with tele-supervision are more complex and have fewer opportunities for incidental learning and developing professional workplace skills than placements where the educator and student providing telehealth services are co-located. What are the potential or actual clinical implications of this work? This paper will help universities, professional organisations and practice educators disentangle placements where students deliver services using telehealth from those where students also receive tele-supervision. This work identifies common perceptions about telehealth placements that educators can use to guide discussions with students, and guide the selection of effective work practices for students and educators during telehealth placements.

ABSTRACTBackground and AimsCurrent clinical practice guidelines recommend communication partner training (CPT) for healthcare professionals to maximise effective communication when providing care to clients with an acquired brain injury (ABI) from stroke and traumatic brain injury. Orthoptists are eye care professionals who work with people with ABI who often have concurrent communication and visual impairments. However, CPT studies often do not include orthoptists, and training programs seldom explicitly address the intersection of vision and challenges to common supportive communication strategies. This study evaluated the impact on knowledge and confidence, acceptability, appropriateness and feasibility of a self‐paced, online CPT program (interact‐ABI‐lity) for orthoptic students from the perspective of students and qualified orthoptists. It also explored ways of embedding content on visual impairment into student learning programs.MethodologyAn explanatory, sequential mixed‐methods quasi‐experimental study was conducted. Participants were qualified orthoptists (n = 13) and orthoptic students (n = 37) who enrolled in the interact‐ABI‐lity program. They completed quantitative pre‐ and post‐intervention confidence and knowledge questionnaires, and qualitative feedback was collected through semi‐structured focus groups following CPT. Non‐parametric tests (Mann–Whitney U test and the related‐samples Wilcoxon signed rank test) were used to analyse the confidence and knowledge scores, and qualitative data were examined using content analysis.ResultsAfter completing interact‐ABI‐lity, orthoptic students showed a significant increase in confidence (n = 37 pre, 24 post; p < 0.001) and knowledge (p < 0.001) about communicating with people with ABI. Almost all participants (96.1%) rated the program ‘very useful’ or ‘extremely useful’. Across nine focus groups, orthoptic students (n = 17), qualified orthoptists (n = 6) and orthoptic educators (n = 5) reported that the program developed valuable knowledge and skills for clinical practice, particularly for entry‐level professionals with limited exposure to ABI. Practical experience through interdisciplinary workshops and clinical placements were identified as valuable for enhancing theoretical learning from the program and supporting application to clinical practice.ConclusionsThe interact‐ABI‐lity program was found to be feasible, appropriate and acceptable for orthoptic students, providing positive direction for enhancing knowledge and skills to support person‐centred care in ABI. The importance of hands‐on practice was emphasised, and suggestions such as role‐play and interdisciplinary learning were identified for consideration.WHAT THIS PAPER ADDSWhat is already known on this subjectCommunication partner training (CPT) for healthcare professionals is essential when providing care to clients with acquired brain injury (ABI) to maximise effective communication.However, CPT studies often do not include orthoptists (eye care professionals who work with people with ABI) and seldom address the importance of vision on common supportive communication strategies.What this study adds to existing knowledgeThe online, self‐guided CPT program interact‐ABI‐lity, was found to be feasible, appropriate and acceptable for developing knowledge and skills in supportive communication for orthoptic students.Providing opportunities to practice supportive communication strategies learnt through online CPT with interdisciplinary simulated learning and work‐integrated learning may further facilitate the development of clinical competencies.What are the potential or actual clinical implications of this work?Interact‐ABI‐lity is a valuable CPT program for healthcare professionals and students who have limited exposure providing care to clients with ABI to improve their supportive communication skills.The addition of information on visual impairment to CPT programs like interact‐ABI‐lity may be valuable to health professionals who need to adapt supportive communication strategies when working with clients with concurrent visual and communication impairments.

Introduction In years past, Jewish supplementary education has been the basis of religious growth for thousands of youngsters. Congregational and communal schools throughout the country have touched the lives of many Jewish youth.

Specialist community public health nurses (SCPHNs)—who provide universal health promoting services to all families with children in the 0–19 age range—are particularly well placed to influence lifestyle-related health behaviours at an early stage. To undertake this work effectively a toolkit of health promotion strategies is required. This paper reports the findings of a small study which aimed to examine student perspectives about if, and how, education in behaviour change skills impacts on the nature and effectiveness of consultations with clients. It was undertaken at a university in the north of England which has pioneered the teaching of motivational interviewing and behaviour change skills within the SCPHN curriculum. The study took place in 2017. Focus groups, attended by 11 SCPHN students examined students' views and perspectives about engaging with clients and utilising behaviour change skills in practice. Key themes arising from the data were: changing approach, skills and techniques, education and learning, use in practice, and time. Findings indicate that SCPHN students had begun to apply an approach based on Motivational Interviewing to consultations in practice as a result of their education. This is likely to have a substantial impact on practice and client outcomes.