Demystifying a Black Box: A Grounded Theory of How Travel Experiences Impact the Jewish Identity Development of Jewish Emerging Adults

Autor/in	Aaron, Scott
Titel	Demystifying a Black Box: A Grounded Theory of How Travel Experiences Impact the Jewish Identity Development of Jewish Emerging Adults
Quelle	In: Journal of Jewish Education, 81 (2015) 4, S.348-376 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2015.1093356
Schlagwörter	Jews; Judaism; Grounded Theory; Self Concept; Cognitive Processes; Program Content; Experiential Learning; Travel; Foreign Countries; Interviews; Staff Development; Reflection; Student Attitudes; College Students; Qualitative Research; Outcomes of Education; Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Judaismus; Selbstkonzept; Cognitive process; Kognitiver Prozess; Programmgestaltung; Experiental learning; Erfahrungsorientiertes Lernen; Travelling; Reisen; Reise; Ausland; Interviewing; Interviewtechnik; Personnel development; Personalentwicklung; Schülerverhalten; Collegestudent; Qualitative Forschung; Lernleistung; Schulerfolg
Abstract	The positive impact on the Jewish Identity Development of Jewish Emerging Adults of both the 10 day trips to Israel popularly known as Birthright trips and the service learning trips commonly known as Alternative Spring Breaks has been well-documented. However, the mechanics of how this positive impact occurs has not been well-understood. This grounded theory study interviewed participants from both trips and found that there is an observable and ongoing cognitive processing of their trip experience by the participants that organically influences identity development. This process can be modeled and utilized to develop more effective staff training and program content for Jewish experiential education travel programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01