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An evaluation of adolescents' relationship with prayer and pedagogical methodologies for teaching prayer in a Jewish modern-orthodox high school for boys
Descriptive
TitleInfo
Title
An evaluation of adolescents' relationship with prayer and pedagogical methodologies for teaching prayer in a Jewish modern-orthodox high school for boys
Name
(type = personal)
NamePart
(type = family)
Leibowitz
NamePart
(type = given)
Benjamin N.
NamePart
(type = date)
1986-
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Benjamin N. Leibowitz
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(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Schneider
NamePart
(type = given)
Kenneth
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Kenneth Schneider
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Segal
NamePart
(type = given)
Jeffrey
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Jeffrey Segal
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Advisory Committee
Role
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co-chair
Name
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NamePart
Rutgers University
Role
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(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
Role
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school
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Text
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theses
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2019
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2019-08
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2019
Language
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(authority = ISO 639-3:2007);
(type = text)
English
Abstract
Jewish law mandates that three times daily male adults gather in a synagogue to pray (Berakhot, p. 4:1) in a quorum of at least ten males who reached the age of thirteen (Karo, 1563, p. 90:9; Talmud Berakhot, p. 8a). However, a 2017 study indicates that only 33% of American Jewish modern- orthodox (JMO) males between the ages of 18-54 attend weekday morning services, and only 21% attend weekday afternoon and night services. Additionally, only 82% indicate that they find prayer either somewhat or fully meaningful (The Nishma Research Profile of American Modern Orthodox Jews, 2017). Despite the rising communal awareness of this struggle, as indicated by increased newspaper entrees and academic Judaic articles, insufficient scientific research has emerged that focuses on how JMO students are taught about prayer in school, the effectiveness of current teaching methodologies, or how JMO students, adolescents, or adults relate to prayer. This study surveyed 32 ninth-grade JMO male students and four ninth-grade Judaic teachers from one JMO boys' high school in the metropolitan New York area to evaluate (1) how prayer was taught (2) how students related to prayer and (3) what curricular suggestions could be offered to the school based on teacher feedback and current research in curriculum design. All four teachers indicated that prayer was not taught formally and varying attention was provided to teaching prayer informally. Every student reported that they prayed at least once on non-school days with 84% indicating they prayed three times on those days. Despite praying regularly, 41% of students indicated they could translate and extract meaning from only 0-25% of the prayer text. Fifty percent of students indicated that they either sometimes of never feel a close connection with God even twice in a week while they pray. Overall, students regularly prayed inside and outside of school but with limited understanding of the prayer text, there was limited prayer education offered in the school, and 90% of students indicated interest in improving the quality of their prayers. Research-driven curricular recommendations are presented that are consistent with teacher suggestions and student needs.
Subject
(authority = ETD-LCSH)
Topic
Prayer -- Judaism
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
Jewish religious education of teenagers
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Title
Rutgers University Electronic Theses and Dissertations
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ETD_9688
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application/pdf
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text/xml
Extent
1 online resource (viii, 76 pages)
Note
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Psy.D.
Note
(type = bibliography)
Includes bibliographical references
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/t3-jxrz-n344
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Leibowitz
GivenName
Benjamin
MiddleName
N.
Role
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Type
Permission or license
DateTime
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2019-04-05 11:02:08
AssociatedEntity
Name
Benjamin N. Leibowitz
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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windows xp
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2019-04-05T14:47:38
DateCreated
(point = end);
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2019-04-05T14:47:38
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