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Table of Contents
Acknowledgements; Contents; Contributors; About the Editors; Chapter-1; Introduction: Making a Jewish Contribution to the Social Sciences: What Are Jewish Social Values and Why Do They Matter?; Meaning of Jewish Social Values; An Ethic of Engagement; Universalism in Jewish Thought; Making a Jewish Contribution; Jewish Medical and Business Ethics; The Current State of Jewish Social Values; Summary of the Book; Conclusion; References; Part I; Education; Chapter-2; Self-Regulation Among Students: Sharpening the Questions; Introduction; Overview of Chapter.
Student Learning and Development: Self-RegulationResearch on Self-Regulation; Belongingness is a Reason to Self-Regulate; A Jewish Approach to Self-Regulation; A Note on Jewish Sources; Two Jewish Ways to Build Self-Regulation Capacity; Some Examples of Cognitive-Behavioral Approaches Based on Jewish Ideas and Practices; Social and Environmental Context; Social Exclusion; Self-Regulation and Future Orientation; Applying These Approaches to Nonreligious Youth; Implications for Educational Change; The Childhood Roots of Adult Quality of Life; Self-Regulation and Whole School Reform.
Students' Self-Regulation and Adults Who Care About ThemSeeking Adult Guidance; Disrupting Students' Unconscious Internal Responses; Future Orientation; Conclusion; References; Chapter 3; Informing Our Interventions with the Wisdom of the Sages: Biblical and Rabbinic Inspiration for Fostering Sensitivity Towards Individuals with Disabilities; Introduction; Introducing the Interventions; Brief Summary of the Relevant Literature; Background Research Information for the Four-Part Curricular Intervention; Descriptive, Explanatory, Peer Strategies and Strengths Information; Descriptive Information.
Explanatory InformationPeer Strategies Information; Strengths Information; Inclusion Considerations; Curricular Intervention; Study Results upon Implementing the Four-Part Curricular Intervention; Study Methods; Participants; Procedure; Results; Background Research Information for Realabilities; Strengths Information and the Affect/Effort Theory; Study Results upon Implementing Realabilities; Study Methods; Participants; Procedure; Results; Descriptive Analysis; Main Analysis; Discussion; Conclusion to Chapter; A Judaic Approach to Sensitivity; References; Chapter-4.
Addressing Social Exclusion in Schools and Youth GroupsThe Nature of a Group; Group Dynamics in Schools; Group Dynamics in Summer Camps; Jewish Values on Inclusion; The Responsibility to Be Inclusive; Isolation and Exclusion; From Vulnerable to Victim; Casual Dislike; Leadership; Countering Inadvertent Social Exclusion; Qualitative Findings; Quantitative Findings; Conclusions; References; Chapter-5; Epistemology, Ethics, and Moral Education: A Methodological Justification for a Moral Curriculum Based on Jewish Social Values; Introduction; Overview of Chapter.
Student Learning and Development: Self-RegulationResearch on Self-Regulation; Belongingness is a Reason to Self-Regulate; A Jewish Approach to Self-Regulation; A Note on Jewish Sources; Two Jewish Ways to Build Self-Regulation Capacity; Some Examples of Cognitive-Behavioral Approaches Based on Jewish Ideas and Practices; Social and Environmental Context; Social Exclusion; Self-Regulation and Future Orientation; Applying These Approaches to Nonreligious Youth; Implications for Educational Change; The Childhood Roots of Adult Quality of Life; Self-Regulation and Whole School Reform.
Students' Self-Regulation and Adults Who Care About ThemSeeking Adult Guidance; Disrupting Students' Unconscious Internal Responses; Future Orientation; Conclusion; References; Chapter 3; Informing Our Interventions with the Wisdom of the Sages: Biblical and Rabbinic Inspiration for Fostering Sensitivity Towards Individuals with Disabilities; Introduction; Introducing the Interventions; Brief Summary of the Relevant Literature; Background Research Information for the Four-Part Curricular Intervention; Descriptive, Explanatory, Peer Strategies and Strengths Information; Descriptive Information.
Explanatory InformationPeer Strategies Information; Strengths Information; Inclusion Considerations; Curricular Intervention; Study Results upon Implementing the Four-Part Curricular Intervention; Study Methods; Participants; Procedure; Results; Background Research Information for Realabilities; Strengths Information and the Affect/Effort Theory; Study Results upon Implementing Realabilities; Study Methods; Participants; Procedure; Results; Descriptive Analysis; Main Analysis; Discussion; Conclusion to Chapter; A Judaic Approach to Sensitivity; References; Chapter-4.
Addressing Social Exclusion in Schools and Youth GroupsThe Nature of a Group; Group Dynamics in Schools; Group Dynamics in Summer Camps; Jewish Values on Inclusion; The Responsibility to Be Inclusive; Isolation and Exclusion; From Vulnerable to Victim; Casual Dislike; Leadership; Countering Inadvertent Social Exclusion; Qualitative Findings; Quantitative Findings; Conclusions; References; Chapter-5; Epistemology, Ethics, and Moral Education: A Methodological Justification for a Moral Curriculum Based on Jewish Social Values; Introduction; Overview of Chapter.