Overview
- Summary
- This dissertation explores high school teachers' conceptions and practices related to Holocaust instruction. The study employed qualitative data collection methods to describe and interpret Holocaust teachers' conceptions and practices while establishing links with transformative learning. The sample for the study was composed of seven instructors, responsible for teaching about the Holocaust within the Social Studies curriculum in public and private St. Louis high schools. Interviews and observations offered descriptions of teacher experiences. Findings, based on the themes derived from the descriptions, were synthesized to produce theoretical insights linking transformative learning and Holocaust education of high school students.High school Holocaust educators were found to perceive and subsequently foster meaningful learning experiences for their students based on the dynamics of critical teaching, reflection, and transformative learning. Four themes emerged from the interview/observation data: (1) Engage in Rational Discourse: Promote Critical Thinking; (2) Critical Teaching: Deep Learning and Problem Solving; (3) "Read the World": Images and Literature; (4) Teach for Change: Transforming Values and Beliefs. These themes suggest overall, that high school Holocaust teachers working from a transformative learning perspective believe that high school students can shape and transform their view of the world based on the learning experience in the classroom. Teacher practices reflect these conceptions as teachers attempt to foster meaningful learning experiences based on the transformative learning construct.This study, in conclusion, revealed an area of inquiry, which substantiates meaningful learning and the significance of integrating Holocaust studies into the high school academic schema. Recommendations for teachers of Holocaust curricula and their administrators, teachers within the Jewish community and educational researchers of the Holocaust are offered, and suggestions for teachers on initiation and facilitation of transformation during the, student learning experience are outlined.
- Format
- Book
- Published
- 2008
- Notes
-
Thesis (Ph. D.)--Saint Louis University, 2008.
Includes bibliographical references (pages 134-143).
Photocopy. Ann Arbor, Mich. : UMI Dissertation Services. 22 cm.
Dissertations and Theses
Physical Details
- Language
- English
- External Link
-
Electronic version from ProQuest
- Additional Form
-
Electronic version(s) available internally at USHMM.
- Physical Description
- viii, 144 pages
Keywords & Subjects
- Record last modified:
- 2024-06-21 18:41:00
- This page:
- https://collections.ushmm.org/search/catalog/bib209188
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