Showing 1 – 2 of 2 results.
Curated
Jewish School Study, 2001 [United States] (ICPSR 4550)
Released/updated on: 2009-06-11
Geographic coverage: United States, Chicago, Illinois
The Jewish School Study was undertaken to determine the advantages and disadvantages of different forms of Jewish education, how Jewish day schools are formed and organized, how Jewish schools contribute to the maintenance of continuity of a 400-year tradition, how adolescent Jews develop their identity, and what role religious education plays in this development. Questions also asked how Jewish adolescents and their parents participate in Jewish life, express their feelings about being Jewish, the role of spirituality in their lives, how they learn about Jewish life, and their relationship/ties with Israel and the Jewish people. Part 1, the Parent Survey, asked parents of students in Jewish schools about the financial costs of religious education, their religious background, Jewish religious practices of their household, as well as their own religious beliefs and spirituality. The survey also sought answers to questions on the parents' reasons for their choice of Jewish school, how involved and in what ways they were involved in their child's school and education, their involvement in the Jewish community, their level of knowledge on various subjects related to Judaism, and their opinions on their own parenting. Other information collected included marital status, income, family status, family origins, education, and employment. Part 2, the Student Survey, asked students about their religious background, the religious practices and experiences in their household, and their own Jewish practices. Students were then asked about how they spent their free time on Saturdays and weekdays, how they and their parents felt about being Jewish, and what types of rules their parents had for them. Additionally, students were queried about their values, friends, and future plans; knowledge of various subjects relating to Judaism; and their opinions of their school, teachers, and their own academic performance. Background information collected included gender, grade in school, name and types of schools attended, household composition, language spoken in the home, and parents' education and employment. Part 3, the Teacher Survey, asked teachers about the settings they worked in and the salary and benefits of those positions. Respondents also were asked about the classes they taught, the use of various teaching methods and media, and their roles and responsibilities. The survey also asked the teachers about their training and professional development, their perceptions and attitudes about their school, parental involvement, resources and facilities, and school goals. Additionally, teachers were asked about their religious background, Jewish religious practices of their own households, and their personal religious beliefs and spirituality. Background information collected included type of postsecondary education, gender, age, place of birth, marital status, income, and future career plans.
Curated
Simple Crosstabs
Sloan Study of Youth and Social Development, 1992-1997 [United States] (ICPSR 4551)
Released/updated on: 2013-10-22
Geographic coverage: United States
Time period: 1992-01-01--1997-01-01
The Alfred P. Sloan Study of Youth and Social Development was designed to gather a holistic picture of the adolescent experience. To understand how young people form ideas about their future, the study considered not only what adolescents' aspirations are, but also how they may be influenced by family, peer groups, schools, and their communities. Data were collected within adolescents' three major social environments: schools, families, and peer groups. The study gathered information from 12 sites over five years, to examining such research questions as: (1) how young people of various ages and family backgrounds differ in their conceptions of work, (2) what learning opportunities families with different economic circumstances provide for their children with respect to work and careers, and (3) how schools influence educational expectations and career formation. Data were collected from focal students using the experience sampling method (ESM), an in-depth interview, and a battery of questionnaires. The questionnaires included: (1) the Teenage Life Questionnaire, a modification of instruments used in the National Educational Longitudinal Study (NELS:1988-94), (2) a Friends Sociometric form, which provided detailed information about the respondents' peer groups and social ties, and (3) the Career Orientation Survey (COS), which measures respondents' knowledge about jobs and occupational expectations. Cohort students were also administered the questionnaires but did not participate in the ESM or in-depth interviews. All instruments were administered to focal students in Years 1, 3, and 5. In addition, in Year 2, in-depth interviews alone were administered to focal students. In years 1, 3, and 5, a separate group of cohort students were administered the questionnaires. Parts 1, 2, 6, 7, 11, and 12 consist of the Teenage Life Questionnaire data. Parts 3, 4, 8, 9, 13, and 14 consist of the Career Orientation Survey data. Parts 5, 10, and 15 consist of the Experience Sampling Method data. The in-depth interview component will be released by ICPSR as restricted data at a later time.