It is generally agreed that learning about the Holocaust has some impact on students. However, discussions about the nature and magnitude of impact tend to be intuition-based rather than evidence-based. This is exacerbated by studies giving insight into how Holocaust education is related to salient variables rather than studies which demonstrate…

This report compares AISD students' responses to items from the Student Climate Survey who participated in Facing History and Ourselves curriculum to similar students' responses to these items who did not participate in Facing History and Ourselves curriculum.

Based on a single-group one-year long evaluation study with 1,625 gifted children aged from 225 schools in 15 cities, this article examines whether participation in a spiritual education program increases their emotional intelligence. Results showed that gifted children's emotional intelligence scores were higher post--spiritual education program…

School-wide positive behavioral support (SWPBS) is an evidence-based strategy to alter the school environment by improving procedures to promote appropriate behaviors of all students. Although research has indicated that SWPBS is an empirically supported and effective intervention in reducing disruptive behaviors in most students, results have…

Holocaust education can play a role in countering the ongoing problem of prejudice and incitement to hate that can lead to racial tension and violence. This article examines the beliefs of Muslim school children towards Jews in Sydney, Australia. It then discusses efforts to use Holocaust education to combat racist beliefs and hate language, and…

The present study investigated the effectiveness of a cognitive enrichment programme as a tool for enhancing the chances of immigrant and minority students to be admitted to a technological college. Students received two weekly sessions (four hours) of "Instrumental Enrichment" (IE) during the second semester of the college preparatory…

The current paper explores the salience and impact of ethnic and national identities for immigrants that are negotiating more than two cultures. Specifically, we were interested in the ways in which Jewish immigrant adolescents from the former Soviet Union integrate their Russian, Jewish, and American identities, and to what extent identification…

The "Children Teach Children" (CTC) program aimed to educate Jewish and Arab children in Israel for tolerance and coexistence is first described against the general background of coexistence programs in Israel and in other countries. Results of a study that examined the influence of the program implementation in Grade 7 in a pair of…

National history and collective memory and their impact on adolescents' knowledge and attitudes are the topic of this article. A follow-up study, it examines the long-term impact of a journey to historical monuments. Israeli Jewish high-school students have the option of experiential study, visiting cities and death camps in Poland. The first…

Based on an evaluation of an Israeli project developed to promote and foster Arab-Jewish co-existence, this study illustrates some of the educational problems that can arise as a result of ideological commitment. The programme was designed to emphasize the commonalities and the similarities between the two nationalities. The evaluation revealed…

A bilingual Title I program conducted for 251 Yiddish speaking students in grades 1-8 is evaluated in this report. The objectives of the program, which operated in six Yeshivas in Brooklyn, New York's District 20, are outlined. Staffing instructional patterns, student eligibility and participation, and student achievement evaluation procedures are…

Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing…

Research literature on writing storybooks overlooks first graders. This is puzzling as children enter first grade having emergent literacy, in reading, writing, and story composition. It may reflect the belief that at this age children should learn to read and write (conventionally) as the curriculum demands, while elaborate writing is assumed to…

This paper presents data gathered as part of an evaluation study of a grant-making initiative undertaken by a national organization involved with Jewish day schooling. The initiative disbursed grants to 30 established Jewish day schools for use during the 2002-2003 school year. The goal of the initiative was to encourage and support day schools to…