邢唷> 欹€ 0覚bjbj肴肴 x墷墷 @"""""$5"5"5"P"\"5"@u##@###$$$﹖﹖﹖﹖﹖﹖$Fx鑪V蛅-"9M$$9M9M蛅""##鷗=Y=Y=Y9M"#"#=Y9M=Y=Y;rXOt#1銦嵵5"RT搒(搕u0@u籹>{YV>{POt>{"OtD$2 =Y< 鍰S$$$蛅蛅1X $$$@u9M9M9M9M>{$$$$$$$$$ :   Curriculum VitaePRIVATE Aharon H. Fried Ph.D. February 2010Personal History Home Address: 1416 48th Street Brooklyn, NY 11219 Phone: 718-436-2613 Phone: 212-340-7733 718-436-8080Birthdate: November 10, 1946Marital Status: Married Children: 7 EducationThe New School for Social Research New York, N.Y. Ph.D. Psychology 1973 Dissertation Topic: Convergence as a cue to distance M.A. Psychology 1969Rabbinical Seminary of Munkacs Brooklyn, N.Y. B.H.L. Talmud 1968 Licenses:Licensed Psychologist State of New York, U.S.A. License Number: 010-293 1990Association Memberships: American Psychological Association 1973 - Teaching PositionsFull Time Appointments:Associate Professor of Psychology and Education Stern College for Women of NXSYO TIENDA - Comprar con confianza Montura para visor láser de ballesta El mejor sitio web para Courses taught: Introductory Psychology, Developmental Psychology, Educational Psychology, Teaching the Exceptional Child, Methods in Special Education: Behavior Modification. Psychosocial Problems in the Organized Jewish Community, Psychology and Religion September 1995 -Assistant Professor of Psychology, John Jay College of Criminal Justice of CUNY. Courses taught: Introductory Psychology, Social Psychology, Research Methods, Epidemiology of Mental Illness, Perception, Motivation, Developmental Psychology Deputy Chairman of Psych. Dept. 1974 - 1976 Student Advisor 1974 - 1977 Tenured: February 1978 Fall 1973 - Spring 1979Part Time Appointments: Adjunct Associate Professor of Psychology and Education Azrielli Graduate Program in Jewish Education of NXSYO TIENDA - Comprar con confianza Montura para visor láser de ballesta El mejor sitio web para Courses taught: Developmental Psychology, Testing and Evaluation in Psychology and Education, Cognitive Science and Methodology in Jewish Education. September 1995 January 2002 Tora Umesorah Educational Leadership Program Jerusalem, Israel Course taught: Cognitive Science and Methodology in the Teaching of Talmud Summer 1997 Adjunct Associate Professor of Psychology & Education Adelphi University Merkaz Program Courses Taught: Evaluating Reading Problems; Remediation of Reading Problems Spring & Summer 1997 Adjunct Assistant Professor, College of Staten Island of CUNY. Courses taught: Behavior Management, Methods in Special Education Spring 1990 - Summer 1992 Fall 1984 - Spring 1986; Adjunct Assistant Professor of Psychology and Education, Stern College for Women of NXSYO TIENDA - Comprar con confianza Montura para visor láser de ballesta El mejor sitio web para Courses taught: Introductory Psychology September 1989 - June 1990Adjunct Lecturer, Yavne Teachers Seminary of Cleveland Course Taught: Methods and Materials in Jewish Special Education September 1986 - June 1988Adjunct Assistant Professor of Psychology and Education, Azrielli Graduate Program in Jewish Education of NXSYO TIENDA - Comprar con confianza Montura para visor láser de ballesta El mejor sitio web para. Course taught: Jewish Special Education 1989- 1990 1986 - 1987Founding Director and Adjunct Lecturer, Sarah Schneirer Institute for Special Education 1982 - 1984Adjunct Lecturer in Psychology, Hunter College of CUNY Course taught: Motivation 1972 - 1974Adjunct Lecturer in Psychology, John Jay College of Criminal Justice of CUNY Spring 1972Research PositionsResearch Associate to Dr. Loyd Kaufman, Department of Psychology, New York University. Research project on Stereopsis. Sept. 1972 - Feb. 1973Research Assistant to Professor Leon Festinger, New School for Social Research. Research in Visual Perception. Sept. 1969 - June 1972Research Assistant to Dr. Brian Sutton-Smith of Teachers College, Columbia University, duties included writing, researching and organizing textbook in Child Psychology. 1971-72Research Assistant to Dr. Robert Silverman, Department of Psychology, New York University, duties involved writing, researching, and organizing Introductory Psychology textbook. 1969-70 Professional/Research Publications: Fried, Aharon H. The Respect We Owe Each Other For the Sake of Our Children, Hakirah, Volume 9, 2010, 139-171 Fried, Aharon H., The Complexity and Feasability of Fostering Midot and Derekh Eretz in Our Children, Conversations, Issue 4, Spring 2009 , 35-51Fried, Aharon H, Is there a Disconnect between Torah Learning and Torah Living, a Focus on Midot. Hakirah Vol. 6 2008, 11-56Fried, Aharon H. Are Our Children Too Worldly? Hakirah, Vol. 4, Winter 2007, 37-67 Fried Aharon H. The Process of Thinking: Disequilibrium: Piaget, the Panim Yafot, The Baal HaTanya, and the Meor Einayim, Edcational Pathways, Spring 2004Fried, Aharon H. Must Thinking Be Taught?, Educational Pathways, November 2003, Fried, Aharon H. What Do We Mean By Thinking, Comprehension, and Understanding? Educational Pathways April 2003 Fried, Aharon H., The Kriya Scan: Description, Rationale, and Guidelines, Torah Umesorah 2000 A screening test for Hebrew reading for use in the Hebrew Day schools.Fried, Aharon H. The Remediation and Teaching of Chumash, The Jewish Special Educator Spring 1998. Fried, Aharon H. Facilitated Communication: What Do Logic and Science Say? (Hebrew) Jerusalem Board of Education. 1997 Revised English version of the above published in Psychology Journal of Stern College Psychology Club (1998) Fried, Aharon H. and Leftoff, Sondra. (1976). Reasoning in Benjamin Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, and Psychology. Fried, Aharon H. and Skolnik, Yitzchok. (1976). Creativity, in Benjamin Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, and Psychology. Leftoff, Sondra and Fried, Aharon H. (1976). Thinking, in Benjamin Wolman (Ed.), International Encyclopedia of Neurology, Psychiatry, and Psychology. Haber, Ralph Norman and Fried, Aharon H. (1975). An Introduction to Psychology. New York: Holt, Rinehart and Winston. Publications: Expository/AppliedFried, Aharon H . (Lead Writer) Student Workbook, Curriculum for Hascholas Gemara, Yeshiva Schools of Pittsburgh and Gemara Berura, Avi Chai Foundation, Summer 2008Fried Aharon H. The Childhood Years: A Time of Opportunity a Time of Danger, Viewpoint, Fall 2002, 27-35Fried, Aharon H. Dispelling the Elitist Myth, Jewish Action, Winter 2001Fried, Aharon H. Side Effects are Not One-sided, Medication and Attention deficit Disorders, Lemudei Hashem Press, November 1999 Fried, Aharon H. Fried (1998) Don抰 call them your children, call them your builders. Lemudei Hashem Press Fried, Aharon H. (1997) God Helps those who help themselves 卆nd pray Lemudei Hashem Press Fried Aharon H. (1996) The Do抯 and Don抰抯 of Chinuch Lemudei Hashem Press Fried, Aharon (1995) How Children Get Lost I: Poor Home School Communication Lemudei Hashem Press Fried , Aharon H. (1995) How Children Get Lost II: OK is not Good Enough! Lemudei Hashem Press Fried, Aharon H. (1992) Early Childhood: A Time For.... Lemudei Hashem Press. Fried, Aharon H. (1989, Fall) Teaching Thinking Skills in the Judaic Studies Curriculum, Jewish Action, 49(4). Fried, Aharon H. (1985) Testing, Testing 1,2,3...... Testing: Psychological testing in the Jewish Community, JCSE Press Fried, Aharon H. & Ribowski, Helene (1977). Learning to Learn: An Experiential Introduction to Learning Disabilities, JCSE Press. Fried, Aharon H. (1976). The Who, Why, What, Where, and When of Learning Disabilities, JCSE Press. Writings currently 搃n-processThe following is a 搒hort-list of a number of papers which I am currently preparing for publication or am in the process of submitting for publication. All of these will be completed please-G-d by the end of the current semester.Naashe Adam: Let us make a Mentch I have completed most of the work on a book on Jewish Education and what Psychology and Educational Theory has to offer the field. I have written 55 chapters of what will be a 60 chapter book. A teachers Guide, Translation and Exercises for Teaching Perek Elu Metziot to beginning Students of Mishna. (Completed and being classroom tested) The 揅heder an analysis of the traditional Jewish 搒choolroom in comparison with the more modern Hebrew Day School(completed) The Teaching of Gemoro (Completed, but being revised and expanded) Expertise and the child functioning at Retarded Levels! (in Preparation) PROFESSIONAL EXPERIENCEIntroductory Remarks:Basically my professional life thus far, may be divided into three areas of occupation and interest and into three time periods, each one of which had me primarily involved in one of those occupations, but never totally uninvolved in the others.Thus, from 1973 - 79 I was primarily involved in College teaching. 1979 - 90 I was primarily involved in Jewish Education, Special and "regular" as an administrator. 1990 - 94 I was primarily involved in Jewish Special Education as a consultant to Jewish schools worldwide, and in private practice with individuals. 1995-2005 I have been involved primarily in teaching at Stern College for Women and at the Azrielli Graduate Program in Jewish Education.My experience in educational and clinical settings may be said to have been both varied and repetitive. Thus I have done very much the same thing in varied settings. For this reason, I feel it best to first describe my duties across these settings once, and then to list the various settings in which I have worked. It should, however, be clear to the reader, that the "repetitive" duties did call for adjustments to take into account the very varied cultural, linguistic, and educational differences across settings.Basically, I have been involved in two kinds of settings: regular and special education. In special education settings, I have been involved in two ways, as a full time director and as a part-time consultant.My work as a director of regular schools involved all aspects of the educational program, including: staff development, curriculum development, assessment of the effectiveness of current educational programs and the design and implementation of new programs, individualization of instruction for special needs students, designing of assessment materials in Judaic Studies for special needs students, leading parenting groups on Behavior Management and the Development of Self Esteem, chairing a Case-Study team of mental health and educational professionals. My work as the director of special schools involved establishing the first schools in the Jewish community for children with learning disabilities. This involved applying what I knew about perceptual and cognitive processes and the principles of learning and behavior to the education of children with Yiddish and/or Hebrew culture and language backgrounds, who were handicapped by mild to moderate Mental Retardation, various Learning Disabilities, Attention Deficit Disorder, Behavioral and Emotional Disorders, and Language Deficits. The curriculums in these schools were bi-lingual and included both General Studies and Judaic Studies curricula. I was personally involved in all aspects of the programs, including development and training of professional staff, development of curricula and methodology, as well as the development of culturally and linguistically appropriate psycho-educational assessment materials. I was also involved in the development and implementation of programs for parents designed to overcome their distrust of mental health professionals, to get them to be more accepting of their children's disabilities, and to give them educational tools and behavioral techniques which would allow them to help their children. Additionally, I developed community-wide Public Education programs to overcome stigma and to foster public acceptance of and support for the Learning Disabled child. These administrative positions follow:Experience in Clinical/Educational Settings Private Practice Primarily in the evaluation and diagnosis of children with learning and behavior problems. This has also involved consulting with the parents and schools these children attend, as well as conducting training sessions for parents in Behavior management. 1990 - Administrative: Educational Director - The Hebrew Academy of Cleveland. July 1986 - June 1989 Founder and Dean - The Jewish Center for Special Education, Brooklyn, N.Y. October 1976 - June 1986Founder and Dean - Lemudei Hashem - The Center for Special Education, Jerusalem, Israel. Sept. 1972 - Nov. 1979 Founding Principal - Talmud Torah Tiferes Banim of Munkacs July 1972 - August 1979My work as a consultant to various communities and their schools usually involved Jewish communities with perceived special needs who invited me to help them establish program to meet these needs. This essentially involved replicating the programs we had previously developed in Brooklyn and Jerusalem. Modifications were, of course, made for the different language and cultural settings, and for the expectations and values of each community and its population. This also involved working with, and accommodating to, the unique needs of the existing educational institutions in each community. I have also been involved as a consultant to established special education schools (e.g. H.A.S.C.) as well as to the educational needs of regular (non-Special) Jewish Schools.Consulting Positions (Currently active positions are listed first and italicized) Talmud Torah Tiferet Banim of Munkatch 2001- Bnos Bais Yaakov (Far-Rockaway) 2009 Torah Umesorah The National Conference of Jewish Day Schools Senior Consultant in Teacher Training and in the Development of Educational and Evaluative Materials. 1998-2004 - Chassidic School for Girls (Belz), Montreal, Que. Canada 19922006 - Yeshiva Oholei Torah of Lubavitch 2003-2004 - The Center For Special Education-Lemudei Hashem, Jerusalem, 1988- 2003 - Verein fur Forderung der Sondershulung-Zurich 1991 -2000 - Yeshiva High School of Atlanta, Ga. 1993-1995 - Yeshiva Tomchei T'mimim Lubavitch of Montreal, Que. 1994-1996 - Adas Israel School Melbourne, Australia. 1992-1993 - Hebrew Academy for Special Children H.A.S.C., Brooklyn, N.Y. 1990-1993 - Jewish Association for Special Education of Montreal. 1980-1992 - Westchester Hebrew Day School, Weschester, N.Y. 1989-1990 - Bais Yakov of Queens, Consultant to Teachers of Chumash 1991-1993 - Tikvateinu School for Special Children: Antwerp, Belgium 1987-1995 - Hebrew Academy of Cleveland, Resource Room Program 1983-1986 - BINA of London and BINA of Manchester (England) 1985-1989 - Hasmonean Grammar School, London, England 1984-1985In most communities I have worked in I have also needed to train teachers to work in the field. This usually, but not exclusively, involved Judaic Studies teachers. General Studies teachers in Special Education could be found in most countries. Judaic Studies teachers were, however, for the most part untrained in Special education methodology. Even those who were trained, were unable to apply their training appropriately to Judaic Studies. To meet this need in New York, I, with Rabbi Michael Meisels, founded the Institute for Special Education at Sara Schnierer Seminary in Brooklyn, N.Y. to train young Orthodox women in Special Education. In its second year, the program became an off-campus program of the College of Staten Island, still maintaining a component of training in Jewish Special Education. In many other communities I have given 30 - 60 hour courses to teachers of Judaic Studies. The courses have focused on Basic Psychological Processes, Behavior Management, Special Education, and Methodology in Judaic Studies.Teacher Education Programs in Special Education: Founder and Co-Director, Institute for Special Education at Sarah Schnierer Seminary in Brooklyn September 1982 - June 1986Courses for Teachers: L.A. (1990), Zurich (1991), New York (1992), Melbourne (1992), Atlanta (1993), Buenos Aires (1994), Brooklyn NY (Summer of 2004), Monsey (2009), New Square (2009)Presentations: Video Presentations: The Video presentation has become one of the most efficient ways to reach and teach teachers. In the past few years I have been involved in the preparation of video presentations for teachers. These have enjoyed wide dissemination. I list them below. Your Student抯 Self-Esteem, Hebrew Academy of Cleveland 1994 Bridging Worlds Part I, The Rebbe Talmid Relationship: Foundation for Success Torah Umesorah Ba抏r Hetev Program 1999 Bridging Worlds Part II, Effective Gemoro Teaching: The Critical Steps in a lesson Torah Umesorah Ba抏r Hetev Program 1999Professional Presentations:Differentiated Instruction, Conference of Alternatives in Jewish Education, Spring 2004 Motivating Children to Learn: Theory and Practice, Bureau of Jewish Education of Chicago, June 2000 The Kriah Scan: Theory of Reading, Assessment, and Interpretation: Torah Umesorah National Convention, May  2000 (This full day workshop was also delivered to teachers at various other locations: Chicago, Los Angeles, Montreal  all in June of 2000) S.E.A.R.C.H.  A tool for Early Identification of the Reading and/or Learning Disabled Child, A training workshop in its theory and method for Early Childhood Teachers who would be involved in gathering normative data on the Hebrew Day School population. Brooklyn, N.Y. April 2000 Teaching Thinking Skills in Judaic studies, Merkaz Mechanchim, Brooklyn, NY October 1999 The Cheder: Past, Present, and Future, Conference on Visions, Strategy, and In-Service for Torah Umesorah at the The Center for Advanced Professional Educators of the Mandel Institute Jerusalem, Israel June 1998 The Demand Characteristics of the Judaic Studies Classroom on the ADHD Child, International Conference on Attention Deficit Disorder, Hebrew University Jerusalem, Israel May 1995 The Special Education needs of 揅hareidi children, Hebrew University of Jerusalem January 1995 Second Language Learning Disabilities and the Judaic Studies Curriculum, Conference on Jewish Special Education, Tel Aviv University. December 1993 Standardized Testing in the Chassidic and Orthodox Community - by whose Standards? Conference on Jewish Special Education, Tel Aviv University. December 1993 Jewish Special Education - A Program for Research and Development; Conference on Jewish Special Education Co-Sponsored by York University Toronto and Tel Aviv University, Toronto. August 1992 The Special Needs of Orthodox and Chassidic Children, National Conference of the Council for Exceptional Children, Philadelphia. 1977Fried, Aharon H.. The Linguistic Demands of the Judaic Studies Curriculum. Proceedings of the First International Conference for Jewish Special Education at Tel Aviv University, [December 1993. Was 搃n press? but it doesn抰 seem to be happening. The 揚roceedings were not published. I need to look for a different publisher.]Presentations at Educators Conferences: Due to the fact that I have repeated many workshops, presentations, and even Keynote addresses in various cities and at various conferences, I list the Cities and Organizations I have addressed first, and separately the titles of my "Talks to Teachers".Bureaus of Jewish EducationConferences and Organizations Baltimore Boston Chicago Cleveland Detroit Los Angeles Miami Milwaukee Monsey New York Pittsburgh Toronto Wooster Educators Council of America Council for Alternatives in Jewish Education Council of Canadian Jewish Educators Conference Of European Headmasters of Jewish Day Schools Conference of Chareidi Israeli Educators, Bnei Braq, Israel Council of Reform Day Schools Council for Alternatives in Jewish Education (Spring 2004) Torah Umesorah P扵ach "Talks to Teachers"JEWISH EDUCATION GENERAL EARLY CHILDHOOD EDUCATION in THE JEWISH DAY SCHOOL: An approach based on Torah sources and Children's Stages of Development in the Psychological Literature. ACCOUNTABILITY IN JEWISH EDUCATION: Defining goals and methods. "LIGRIS INISH V'HODOR LISBAR" Mastery Learning in Talmudic & Rabbinic Literature COGNITIVE SKILLS TRAINING: It's application to JUDAIC STUDIES. STUDY SKILLS TRAINING in the JUDAIC STUDIES CURRICULUM. LINGUISTIC COMPETENCE and the JUDAIC STUDIES CURRICULUM. TRAINING ETHICS AND MORALITY - THE TEACHING OF MIDOT. PARENTS & TEACHERS: SEPARATE BUT EQUAL ROLES IN CHINUCH. THE RESPECTIVE ROLES OF MOTHERS AND FATHERS IN CHINUCH VALUES, BURNOUT and THE HEBREW DAY SCHOOL TEACHER. HOW TO TEACH G-D TO YOUNG CHILDREN.JEWISH SPECIAL EDUCATION SPECIAL EDUCATION:WHOSE RESPONSIBILITY ? SCHOOL,PARENT or COMMUNITY? A HALACHIK PERSPECTIVE. SENSE AND NONSENSE IN SPECIAL EDUCATION. REACHING AND TEACHING ALL CHILDREN: WHAT WE CAN DO IN THE REGULAR CLASSROOM? SECURING THE FUTURE OF OUR SCHOOLS THROUGH SUPPORT SERVICES. ASSESSMENT AND DIAGNOSIS in JUDAIC STUDIES. TEACHING HEBREW READING TO THE LEARNING DISABLED. TEACHING CHUMASH TO THE LEARNING DISABLED. TEACHING TALMUD TO THE LEARNING DISABLED. TEACHING YAHADUT (and Parsha) TO THE LEARNING DISABLED. TOWARDS A PROGRAM FOR JEWISH DAILY LIVING SKILLS. L.D., M.R., B.D., E.D., A.D.D., A.D.H.D.: WHAT扴 THE BOTTOM LINE?SELF ESTEEM and BEHAVIOR MANAGEMENT "KCHOMER B'YAD HAYOTZER" - BEHAVIOR MANAGEMENT IN PSYCHOLOGY AND IN TALMUDIC LITERATURE CHILD DISCIPLINE OR CHILD ABUSE - DOES "TORAH TRUE" EDUCATION COME AT THE END OF A BIG STICK? PSYCHOLOGICAL AND HALACHIK PERSPECTIVES INDEPENDENCE THROUGH SUBSERVIENCE: Setting limits without destroying the child's SELF ESTEEM THE ROLE OF "CHOICE" IN THE CHINUCH OF OUR CHILDREN: Ubacharta BaChayim - Training to choose BUILDING SELF ESTEEM IN CHILDREN: DO'S AND DON'TS FOR PARENTS AND TEACHERSNote: A number of the talks listed above were taped and enjoyed wide dissemination to a general audience. I receive frequent feedback from teachers as well as parents who have listened to these taped presentationsCommunity Involvement: I have also, on occasion, spoken to lay leadership groups and communities on topics of general interest in Jewish life and tangentially related to Jewish Education. Some representative communities and organizations I have addressed are Agudat Israel of California, the Taylor Rd Synagogue, of Cleveland, Ohio, and the Pacific Coast Jewish Center, in Venice, Calif.Topics in Jewish Life: "TO BE HALF SURE AND WHOLE HEARTED" - KNOWLEDGE, FAITH, & REASON. THE PSYCHOLOGY OF TESHUVA. AM I MY BROTHER'S KEEPER: THE JEWISH RESPONSIBILITY TO THE WORLD AROUND HIM (e.g. our responsibility to the non-Jewish hungry and homeless). TEACHING TOLERANCE: AHAVAS YISROEL IN A DIVIDED JEWISH WORLD. ARE OUR CHILDREN TOO WORLDLY ? THE TORAH JEW'S NEED AND RESPONSIBILITY TO KNOW THE WORLD. THE PSYCHOLOGY OF TESHUVA. TRAPS ON THE ROAD TO TORAH: perspectives on the Development and Growth of the newly observant.Teaching and Research Interests (including research and development projects currently in progress)I have an interest and have been teaching courses in the areas listed below. Introductory Psychology Developmental Psychology Educational Psychology Psychological Tests and Measurements Research Methods Teaching the Exceptional Child Evaluation of the Exceptional Child Learning Disabilities Behavior Management/Behavior Modification Research Methods in Education During the past 10 years of teaching at Stern and Azrielli, I have also developed two new courses: Cognitive science and Methods in Jewish Education Psychosocial Problems in the Jewish Community (focusing on the problems of adolescents) Psychology and Religion (focusing on areas of real or imagined conflict as well as on areas of cooperation)My teaching, as it should be, is informed by my research interests. What follows is a brief exposition of my research interests, including some description of ongoing work and its status. Assessment in the Jewish Community:I am currently involved in a number of projects which address the question of assessment of children in the Hebrew Day Schools. These include the following:Early Identification and Intervention: SEARCH and TEACH : The SEARCH is an assessment tool for the early identification of children who may be at risk for problems in Reading and/or Learning. It was developed by Drs. Rosa Hagin and Archie Silver. Research has shown it to have high discriminative power. Together with the instruments original authors, I am involved in adapting the test for use with the Hebrew Day School Population, and in gathering normative data on this population. At this point more than 650 children between the ages of 4 and 6 have been assessed in Hebrew Day Schools all over the U.S.A. (Much of the data having been gathered by students at SCW). Data analysis is now being done and we are readying this assessment tool for publication by Torah Umesorah. Projected Publication date: March 2001. (Hasn抰 happened yet Publisher ran into financial trouble)The TEACH is a collection of exercises in the visual, auditory, linguistic, and motor areas involved in Reading. It is linked to the SEARCH. I am now adapting this tool for use with the Hebrew Day School population. This involves changing some items so that they are culturally appropriate, and others so that they address some of the specific needs of children who are learning to read Hebrew. I am readying it for publication by Torah Umesorah. Projected Publication date: March 2001 (Hasn抰 happened yet Publisher ran into financial trouble) 2. Educational Assessment: Hebrew Reading I am working on a three-part Assessment Tool for Hebrew Reading for use by Hebrew day Schools. It is being published by Torah Umesorah - The National Society for Hebrew day schools.Part I: The Kriah Scan a brief screening instrument for identifying children with problems in Hebrew Reading and pinpointing was published in January of 2000. It is now in use in Hebrew Day Schools around the country. Many schools have written about how it has vastly improved their ability to identify problems both in their students and in their teaching methodology. Some write that after only one year of use, the Scan has helped them to improve their Hebrew reading curriculum. Most of the assessments are criterion referenced and rely on content validity. Some of the sub-tests require normative data. We are now in the process of gathering this normative data from those schools (of which there are many), who have chosen to assess all of their first and second grade students with the Kriah Scan. This data will be published by Torah Umesorah as an addendum to the Kriah Scan. Publication Date: Jan 2006Part II: The Kriah Test an instrument which will provide a broader evaluation of the child抯 reading abilities, primarily by including more items for testing. The test will be published by Torah Umesorah Proposed publication date: ????Part III a set of tests to be used with existing generally available process tests, but focusing on aspects of reading which are unique to Hebrew, to help identify the source or cause of the reading problems. These will be known as 揝upplementary sub-tests and will be published by Torah Umesorah Proposed publication date: September 20013. Psychological Assessment: In my travels to different countries around the world, I have had the opportunity to examine different versions of the WISC-R and the WISC III in England, Israel, Belgium, and Switzerland, and of course, in the United States and Canada. In each of these countries Psychologists have felt it necessary to modify the WISC for use in their countries. The different versions of the WISC vary in both the Verbal and Performance areas and in a number of different ways, each modified to meet the particular requirements of that country. I believe that the Chassidic and Orthodox constitute a "Culture without a country". They are therefore subjected to testing which has been standardized for the norms of their host country, but which do not meet their needs. It's interesting that we would not test the child from the normative culture in Manhattan with the same test we would use for the child from the normative culture in Hamburg, Germany, we would however not hesitate to test the child from Williamsburgh, Brooklyn with the same test we use for the child from the normative Manhattan culture, although the cultural and educational differences between the latter two children are much greater than those between the former two children. Questions need to be asked about the Predictive Validity, the Standardization, as well as the Content Validity of the WISC for the Day School child. Adjustment or alternative methods of testing need to be found. NOTE: A project is now being undertaken remedy this problem.Teaching of Talmud: For the past 10 years I have been involved in studying the implications of cognitive science for the teaching of Judaic studies subjects. In 1995, I developed a course at the Azrielli Graduate Institute covering this topic. I have taught this course at Azrielli every year since. In 1998 Torah Umesorah asked me to develop a program for the teaching of Gemoro to beginners. This program is to include curricular materials and a teachers guide. By September 1999 about a 3rd of this project had been completed. [This 3rd of the projected included over 400 pages of teaching materials, and worksheets for use in the classroom]. During the 1999-2000 school year the program was tested at 5 Hebrew day School in the New York area. It met with success. To date about half the project is complete. [We are now up to 600 pages of materials]. It is being tested further during the current school year at 7 Hebrew Day Schools around the country (by schools in New York City, Monsey, Lakewood, North Jersey, Chicago, Minneapolis, and Los Angeles). Psychosocial Problems in the Jewish Community Over the past number of years there has been a noticeable increase in our awareness of problems in the Jewish Community across the United States and Canada as well as in Israel. These problems, to name a few, include Dropouts (from school, community, and life i.e. teenage suicides), Drugs, Spousal abuse (including homicide), Child abuse, and Eating Disorders (Anorexia and Bulimia). How can we better understand the perceived increase of these problems in our communities? What parallels might be drawn between today抯 events and eralier periods in Jewish History which experienced similar phenomena (e.g the period between the two World Wars in Eastern Europe). How are today抯 events different? What are the respective roles of the home, the school, the community, the rabbinate, in creating and in solving these problems?I have developed a course in this area which I first taught at Stern College in the spring semester of 2000. Language Problems and Second Language Learning: There is research which shows that a steady percentage of good students at the best universities annually petition their school to exempt them from the foreign language requirement because they have failed or have done very poorly in the first semester of Foreign Language Learning. These "failures" in Foreign Language Learning were also generally attributed to motivational factors. However more recent research (Ganschow, Sparks et al 1991, Sparks, Ganschow & Javorsky 1992, Sparks and Ganschow 1993) suggests that these students who have what has been called a "Foreign Language Learning Disability", also have subtle problems in their native language. These problems are especially apparent in the phonology of their native language, and to a little lesser extent in the syntax of their native language. (Problems in Semantics are not as apparent. Problems in pragmatics were not tested for). These problems, being subtle, do not greatly affect their functioning in their native language because they have learned to compensate for them. They do, however, create serious problems for these students when it comes to learning a foreign language. This has important implications for Judaic Studies and its heavy reliance on linguistic and meta linguistic abilities. I once began, but then failed to follow through, a study to see to what extent students who fail in Judaic Studies suffer from Language problems. Identifying these students would be a good first step towards remediation. I hope to pick up the threads of this search. I am currently involved in creating and testing a Hebrew Vocabulary test to be used for this purpose.Automaticity in Learning and its implications for Teaching The old "Cheder" method of teaching Hebrew texts called for much "rote chanting" and the commitment of vast amounts of material to memory. "Modern educators derided this approach in favor of one placing a greater emphasis on comprehension. The former method seemed to sacrifice comprehension, the latter, familiarity with the text. Recent research on automaticity in learning may lend some support to aspects of the old method. Research on what is best, when, and to what ends is necessary to inform teaching methodology in the Day Schools.Expertise and the Learning Disabled Child: Research on the development of Expertise has shown that early, concentrated, guided practice under the guidance of a coach accounts for the development of expertise in most fields. This raises the question as to whether such 揼uided and focused practice could also help children with learning problems. A number of cases in my practice suggest that this may be so. Thus, I have found children who function at a 搑etarded level on standard measures of intelligence, but who function at a significantly higher level in Talmud, the area in which they received concentrated and focused training. Can these cases possibly serve as models for a methodology for working with the learning disabled child? Or can guided practice work only for an intact individual to develop talent? I have begun writing up the protocols of the children for whom I found the effects of concentrated to have been beneficial, and hope to explore these case records for wider implications. The Crutch Hypothesis in Education There is a feeling common amongst teachers, that if we provide a child with a learning tool or a strategy which makes learning easier, then the student will use that as a crutch and never learn to learn in the conventional way. Thus, if we allow a child to count on his fingers, then he will never learn to do math without counting on his fingers. Similarly, if we provide a child with a vowelized Rashi text, he will never learn to read Rashi without vowels. I believe this "crutch hypothesis" to be wrong. Research with using sign language with hard of hearing student shows that far from becoming a crutch, the "tool" or "strategy" of sign language, actually serves as a bridge to spoken language and enhances its development. Direct testing of this idea in education would be important.Involvement in the College Community:As a teacher I am most interested in being involved with and useful to my students. To this end I have been actively involved in counseling students (as the Office of Student services can attest), I have made myself available for student activities. Thus I have been involved in the Shabbat enhancement program by spending Shabbat at Stern for each of the past 4 years, in student orientation get-togethers, and in speaking for the Torah Activities Council in their joint projects with students from Yeshiva college. As mentioned above, I have also involved students in my research and 搕reated them to workshops by such 揼rand masters as Dr. Rosa Hagin who came to Stern to train our students in research on the SEARCH. 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