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From one generation to the next: A case study of Holocaust education in Illinois
Title
From one generation to the next: A case study of Holocaust education in Illinois.
Creator
Ellison, Jeffrey Alan., Florida Atlantic University, Pisapia, John, Berger, Alan L.
Abstract/Description
Currently a debate is underway concerning the current state of Holocaust education in the United States. Some scholars believe that its overall state is quite healthy, while others believe that it is in deep need of repair. To date, the literature about Holocaust education does not allow the debate to be answered because even the most basic analytic information is lacking: who teaches it, where it is taught, when it is taught, how it is taught, and why it is taught. For purposes of this study...
Show moreCurrently a debate is underway concerning the current state of Holocaust education in the United States. Some scholars believe that its overall state is quite healthy, while others believe that it is in deep need of repair. To date, the literature about Holocaust education does not allow the debate to be answered because even the most basic analytic information is lacking: who teaches it, where it is taught, when it is taught, how it is taught, and why it is taught. For purposes of this study a new Holocaust questionnaire was developed and sent to a random sampling of public high schools in Illinois. Two research questions were formulated. The first was to answer those aforementioned basic analytic questions. The second was to ascertain those factors that cause particular schools to emphasize Holocaust education more than other schools. Two major hypotheses were considered in relation to emphasis: school-related factors and teacher-related factors. Correlations and multiple regression analyses were performed in order to ascertain those factors most statistically associated with emphasis. Given the limitations of the model, most factors that related to emphasis were directly or indirectly related to teacher training and preparation in Holocaust education.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11979
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching--Illinois, Holocaust, Jewish (1939-1945), in textbooks
Format
Document (PDF)
Critical pedagogy: an approach to professional development for holocaust education
Title
Critical pedagogy: an approach to professional development for holocaust education.
Creator
Shah, Rachayita, Wachtel, Julie, Gatens, Rose, Schoorman, Dilys, Graduate College
Date Issued
2011-04-08
PURL
http://purl.flvc.org/fcla/dt/3164691
Subject Headings
Critical pedagogy, Holocaust, Jewish (1939-1945) --Study and teaching, Teachers --Training of
Format
Document (PDF)
contributions of a Holocaust and human rights education program to teacher learning
Title
The contributions of a Holocaust and human rights education program to teacher learning.
Creator
Shah, Rachayita, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings...
Show moreDrawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the Holocaust and Human Rights Education Program - HEP) to teacher's knowledge, attitudes, and practices, and the role of contextual factors such as school support, HEP support, years of teaching experience, and grade levels in mediating teachers' practices concerning Holocaust and human rights education...The findings revealed that from the participants' perspectives, the HEP contributed to their content knowledge, pedagogical knowledge, attitudes, and classroom practices. ... Participants also reported learning about age appropriate curriculum resources and about useful pedagogical approaches such as personalization, discussions, and analysis. The participants reported developing a sense of efficacy and positive attitudes towards Holocaust and human rights education, and also designing curriculum with integration of diverse perspectives and various instructional strategies. Regression analysis did not reveal any significant variance in teachers' practices based on the above mentioned contextual factors ; however, the interview data revealed the HEP's collaboration after professional development, school and community support, and teachers' own dispositions toward Holocaust and human rights education as additional contextual factors that influences teachers' practices.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3356014
Subject Headings
Holocaust, Jewish (1939-1945), Study and teaching, Curriculum planning, Multicultural education, Teachers, Training of
Format
Document (PDF)
Influences of an experiential learning program for Holocaust education
Title
Influences of an experiential learning program for Holocaust education.
Creator
Clyde, Carol Luann, Florida Atlantic University, Decker, Larry E.
Abstract/Description
The purpose of this investigation is to examine the influence of an experiential learning program for Holocaust education. The March of Remembrance and Hope (MORH) program was established as a means to raise awareness and understanding of the event and to encourage students' involvement in related programs. The study explores what influence (if any) the MORH program had on the areas of student world-view, academic interests, and leadership skills. Additionally, the research will determine if...
Show moreThe purpose of this investigation is to examine the influence of an experiential learning program for Holocaust education. The March of Remembrance and Hope (MORH) program was established as a means to raise awareness and understanding of the event and to encourage students' involvement in related programs. The study explores what influence (if any) the MORH program had on the areas of student world-view, academic interests, and leadership skills. Additionally, the research will determine if reflection on the program influenced student participants, and if there are common demographics among those most influenced by the program. Finally, the research evaluated whether specific program activities were more influential to program participants. Data collected from 78 participants of the MORH program were analyzed using frequency distribution, Levene's Test for Equality of Variances, a Spearman's Rho correlation, multiple regression analysis and Chronbach's alpha. Open-ended questions posed in the survey were analyzed using a coding guide based on participant responses, which provided qualitative outcome data by identifying dominant themes. Results of the study indicate that participants were influenced in the areas of world-view and leadership interests and abilities more so than academic interests. Participants who actively reflected on the experience were more influenced than those who did not. There was no indication of demographic traits inherent to those participants who were more influenced by the MORH program. Finally, there were specific activities and events inherent to the MORH program that tended to influence participants at higher levels. This study found that participants in an experiential learning program for Holocaust education were influenced through participation and that participants identified a number of significant activities. This research has added to the current body of knowledge, but there are areas which might be improved or further developed based on the findings.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/12010
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching (Higher), Experiential learning
Format
Document (PDF)
History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education
Title
History at the Gates: How Teacher and School Characteristics Relate to Implementation of a State Mandate on Holocaust Education.
Creator
Dobrick, Alison, Fritzer, Penelope, Florida Atlantic University
Abstract/Description
This quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about...
Show moreThis quantitative study examines implementation by one Florida school district's fifth grade teachers of a state mandate to teach about the Holocaust. Teachers' responses to survey questions were analyzed to determine the relationships between choosing to teach about the Holocaust and factors like exposure to Holocaust content and teacher/school demographics. In addition, this study explores descriptive data about the nature of resources, materials, and teaching methods used to teach about the Holocaust in elementary classrooms. The findings of this study demonstrate the background knowledge and resources that teachers need to increase their implementation of Holocaust education in the classroom. Suggestions for the development of more effective workshops, information dissemination strategies, and teacher resources for Holocaust education and other mandated areas are also included in this study. To provide the necessary background for the exploration of the implementation of Florida's Holocaust education mandate, this study examines: the importance of Holocaust education; effective instructional practices in Holocaust education; connections between Holocaust education and multicultural goals; and the history of the passage of legislation related to Holocaust education. As the title suggests, teachers are the final "gatekeepers" of the curriculum: their decisions determine the extent to which topics will be taught. For this reason, this study examines the connections between teachers, their experiences, and their decisions to teach about crucial, mandated subjects like the Holocaust.
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Date Issued
2008
PURL
http://purl.flvc.org/fau/fd/FA00000662
Subject Headings
Holocaust, Jewish (1939-1945)--Study and teaching (Elementary)--Florida, Curriculum planning--Florida, Effective teaching--Florida, Multicultural education--Florida
Format
Document (PDF)
Teaching Night in the secondary classroom
Title
Teaching Night in the secondary classroom.
Creator
Loput, Dyanne K., Dorothy F. Schmidt College of Arts and Letters, Department of English
Abstract/Description
As a secondary-level educator of literature and writing, I have observed the fundamental need for a sensitive, well-developed curriculum in the art of teaching Eliezer Wiesel's Night to high school students. This thesis contextualizes Wiesel's memoir by examining the history of Jewish persecution, the Holocaust itself, and Wiesel's background. Educational strategies and activities that use both literary analysis and creative writing to engender a comprehensive and thorough realization of the...
Show moreAs a secondary-level educator of literature and writing, I have observed the fundamental need for a sensitive, well-developed curriculum in the art of teaching Eliezer Wiesel's Night to high school students. This thesis contextualizes Wiesel's memoir by examining the history of Jewish persecution, the Holocaust itself, and Wiesel's background. Educational strategies and activities that use both literary analysis and creative writing to engender a comprehensive and thorough realization of the history as expressed through the literature are elucidated. Additionally, several ways in which teachers may lead students to examine the effects, implications, and ramifications of Wiesel's legacy are supplied.
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Date Issued
2010
PURL
http://purl.flvc.org/FAU/2705075
Subject Headings
Criticism and interpretation, Holocaust, Jewish (1939-1945), Study and teaching, Holocaust, Jewish (1939-1945), Study and teaching
Format
Document (PDF)