Worth Knowing: Talmud Study and the Intellectual Values of High School Students at Liberal Jewish Day Schools

References

• Applebee, A. N., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685–730. doi:10.3102/00028312040003685
   Web of Science ®Google Scholar
• Balinska-Ourdeva, V., Johnston, I., Mangat, J., & McKeown, B. (2013). What say these young ones”: Students’ responses to Shakespeare—An icon of Englishness. Interchange, 44, 333–347. doi:10.1007/s10780-014-9215-5
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Chan, K.-W. (2007). Hong Kong teacher education students’ epistemological beliefs and their relations with conceptions of learning and learning strategies. The Asia-Pacific Education Researcher, 16(2), 199–214.
   Web of Science ®Google Scholar
• Charmaz, K., & Bryant, A. (2007). The SAGE handbook of grounded theory. Thousand Oaks, CA: SAGE Publications Ltd.
   Google Scholar
• Chinn, C., Buckland, L., & Samarapungavan, A. (2011). Expanding the dimensions of epistemic cognition: Arguments from philosophy and psychology. Educational Psychologist, 46(3), 141–167. doi:10.1080/00461520.2011.587722
   Web of Science ®Google Scholar
• Cohen, A. R., Stotland, E., & Wolfe, D. M. (1955). An experimental investigation of need for cognition. The Journal Of Abnormal and Social Psychology, 51(2), 291–294. doi: 10.1037/h0042761
   Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
   Google Scholar
• Cousens, B. (2016). What do students know about rabbinic literature? Jack, Joseph, and Morton Mandel Center for Studies in Jewish Education and The William Davidson Graduate School of Jewish Education, Waltham, MA.
   Google Scholar
• Ferguson, L. (2015). Epistemic beliefs and their relation to multiple-text comprehension: A Norwegian program of research. Scandinavian Journal of Educational Research, 59(6), 731–752. doi:10.1080/00313831.2014.971863
   Web of Science ®Google Scholar
• Getahun, D., Saroyan, A., & Aulls, M. (2016). Examining undergraduate students’ conceptions of inquiry in terms of epistemic belief differences. Canadian Journal of Higher Education, 46(2), 181–205.
   Web of Science ®Google Scholar
• Gilligan, C., Spencer, R., Katherine, M., & Bertsch, T. (2003). On the listening guide: A voice-centered relational method. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 157–172). Washington, DC: American Psychological Association.
   Google Scholar
• Gottlieb, E. (2007). Learning how to believe: Epistemic development in cultural context. The Journal of the Learning Sciences, 16(1), 5–35. doi:10.1080/10508400709336941
   Web of Science ®Google Scholar
• Gribetz, S. K., & Kim, C. (2018). The Talmud in Korea: A study in the reception of rabbinic literature. AJS Review, 42(2), 315–350. doi:10.1017/S0364009418000533
   Web of Science ®Google Scholar
• Grossman, P. (1991). What are we talking about anyhow? Subject-matter knowledge of English teachers. In J. Brophy (Ed.), Advances in research on teaching (pp. 245–264). Bingley, UK: JAI.
   Google Scholar
• Grossman, P., & Stodolsky, S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24(8), 5–11. doi:10.3102/0013189X024008005
   Google Scholar
• Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151–183. doi:10.1207/s1532690xci1202_4
   Web of Science ®Google Scholar
• Hassenfeld, J. (2018). Landscapes of collective belonging: Jewish Americans narrate the history of Israel after an organized tour. Journal of Jewish Education, 84(2), 131–160. doi:10.1080/15244113.2018.1449482
   Web of Science ®Google Scholar
• Hassenfeld, Z. R. (2016). Reading sacred texts in the classroom: The alignment between students and their teacher’s interpretive stances when reading the Hebrew Bible. Journal of Jewish Education, 82(1), 81–107. doi:10.1080/15244113.2016.1137170
   Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. doi:10.3102/00346543067001088
   Web of Science ®Google Scholar
• Holtz, B. W. (2013). A map of orientations to the teaching of the Bible. In J. A. Levisohn & S. P. Fendrick (Eds.), Turn it and turn it again : Studies in the teaching and learning of classical Jewish texts (pp. 26-51). Boston, MA: Academic Studies Press.
   Google Scholar
• Hyman, T. (2008). The liberal Jewish day school as laboratory for dissonance in American Jewish identity formation (Unpublished doctoral dissertation). New York University, New York.
   Google Scholar
• Kanarek, J. L., & Lehman, M. (2016). Learning to read Talmud: What it looks like and how it happens. Boston, MA: Academic Studies Press.
   Google Scholar
• Krakowski, M. (2017). Developing and transmitting religious identity: Curriculum and pedagogy in modern orthodox Jewish schools. Contemporary Jewry, 37(3), 433–456. doi:10.1007/s12397-017-9205-x
   Google Scholar
• Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309–328.
   Web of Science ®Google Scholar
• Kuhn, D., & Park, S. (2005). Epistemological understanding and the development of intellectual values. International Journal of Educational Research, 43, 111–124. doi:10.1016/j.ijer.2006.05.003
   Google Scholar
• Larsson, J., & Holmstrom, I. (2007). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-Being, 2, 55–64. doi:10.1080/17482620601068105
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511815355
   Google Scholar
• Lehman, M. (2002). For the love of Talmud: Reflections on the teaching of Bava Metzia, Perek 2. Journal of Jewish Education, 68(1), 87–103. doi:10.1080/0021624020680110
   Google Scholar
• Lehman, M., & Kress, J. S. (2003). The Babylonian Talmud in cognitive perspective: Reflections on the nature of the Bavli and its pedagogical implications. Journal of Jewish Education, 69(2), 58–78. doi:10.1080/0021624030690207
   Google Scholar
• Levisohn, J. A. (2010). A menu of orientations to the teaching of rabbinic literature. Journal of Jewish Education, 76(1), 4–51. doi:10.1080/15244110903534510
   Google Scholar
• Levisohn, J. A., & Fendrick, S. P. (2013). Turn it and turn it again: Studies in the teaching and learning of classical Jewish texts. Brighton, MA: Academic Studies Press.
   Google Scholar
• Levites, A. (2018). The scope of the web: Day school educators’ perceptions of expertise in rabbinics. Paper presented at Inside Jewish Day Schools Conference, Morton Mandel Center for Studies in Jewish Education, Brandeis University, Waltham, MA.
   Google Scholar
• Levites, A. (in press). The teaching and learning of rabbinics in Jewish community day schools. Jack, Joseph, and Morton Mandel Center for Studies in Jewish Education, Brandeis University and the William Davidson Graduate School of Jewish Education, Jewish Theological Seminary, Waltham, MA.
   Google Scholar
• O’Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback. Higher Education, 74(4), 617–633. doi:10.1007/s10734-016-0068-y
   Web of Science ®Google Scholar
• Paulsen, M., & Feldman, K. (1999). Student motivation and epistemological beliefs. New Directions for Teaching and Learning, (78), 17–25. doi:10.1002/tl.7802
   Google Scholar
• Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
   Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
   Google Scholar
• Ryan, M. (1984). Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology, 76(2), 248–258. doi:10.1037/0022-0663.76.2.248
   Web of Science ®Google Scholar
• Sacks, S. (2013, May 23). Canon Fodder: Denouncing the classics. The New Yorker. Retrieved from https://www.newyorker.com/books/page-turner/canon-fodder-denouncing-the-classics
   Google Scholar
• Saljö, R. (1979). Learning about Learning. Higher Education, 8(4), 443–451. doi:10.1007/BF01680533
   Web of Science ®Google Scholar
• Schwartz, E. (1983). Moral development. A practical guide for Jewish teachers. Denver, CO: Alternatives in Religious Education.
   Google Scholar
• Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
   Google Scholar
• Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9, 545–569. doi:10.1177/016502548600900409
   Web of Science ®Google Scholar
• Taylor, L. (1981). The orientation” of open university foundation students to their studies. Teaching at a distance 20: 3-12. Web. Teaching at a Distance, 20, 3–12.
   Google Scholar
• Watson, P. (2006). Ideas: a history from fire to freud. London: A Phoenix Paperback.
   Google Scholar
• Yeager, D., Henderson, M., Paunesku, D., Walton, G., D’Mello, S., Spitzer, B., & Duckworth, A. (2014). Boring but important: A self-transcendent purpose for learning fosters academic self-regulation. Journal of Personality and Social Psychology, 107(4), 559–580. doi:10.1037/a0037637
   PubMed Web of Science ®Google Scholar
• Zakai, S. (2018). History that matters: How students make sense of historical texts. Journal of Jewish Education, 84(2), 161–195. doi:10.1080/15244113.2018.1449484
   Web of Science ®Google Scholar
• Zhu, C., Valcke, M., & Schellens, T. (2008). The relationship between epistemological beliefs, learning conceptions, and approaches to study: A cross-cultural structural model. Asia Pacific Journal of Education, 28(4), 411–423.
   Web of Science ®Google Scholar