Dedication

pp v-vi

Acknowledgements

pp vii-viii

Contents

pp ix-xi

Note on Transliteration

pp xii-xii

Introduction: Jewish Schools, Jewish Communities: A Reconsideration

pp 1-28

PART I - Insights from Public and General Education

pp 29-30

1 - Building Community Within and Around Schools: Can Jewish Days Schools Measure Up?

pp 31-51

2 - From Control to Collaboration: Mapping School Communities across Diverse Contexts

pp 52-70

3 - Compassionate Conservatism: On Schools, Community, and Democracy

pp 71-83

4 - A Response to Deborah Meier

pp 84-89

5 - Community as a Means and an End in Jewish Education

pp 90-106

PART II - Cross-Cultural Insights

pp 107-108

6 - Do Jewish Schools Make a Difference in the Former Soviet Union?

pp 109-138

7 - Jewish Pupils’ Perspectives on Religious Education and the Expectations of a Religious Community: The Jewish High School in Berlin

pp 139-154

8 - Mutual Relations between Sheliḥim and Local Teachers at Jewish Schools in the Former Soviet Union

pp 155-171

9 - Community School versus School as Community: The Case of Bet El Community in Buenos Aires

pp 172-192

10 - Beyond the Community: Jewish Day School Education in Britain

pp 193-206

11 - Attitudes, Behaviours, Values, and School Choice: A Comparison of French Jewish Families

pp 207-221

12 - The School Ghetto in France

pp 222-234

PART III - Insights through the Prism of Community

pp 235-236

13 - Relationships between Schools and Parents in Haredi Popular Literature in the United States

pp 237-254

14 - The Impact of Community on Curriculum Decision-Making in a North American Jewish Day School

pp 255-269

15 - Ideological Commitment in the Supervision of Jewish Studies Teachers: Representing Community

pp 270-288

16 - Schooling for Change in the Religious World: An Educational Experiment in a Religious Junior High School in Israel

pp 289-306

17 - Home-Made Jewish Culture at the Intersection of Family Life and School

pp 307-323

18 - Teacher Perspectives on Behaviour Problems: Background Influences on Behavioural Referral Criteria and Definitions of Rebellious Behaviour

pp 324-340

19 - Shabbatonim as Experiential Education in the North American Community Day High School

pp 341-360

20 - Teaching Leadership through Town Meeting

pp 361-374

21 - Building Community in a Pluralist High School

pp 375-394