Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 22, 2018 - Issue 5
516
Views
2
CrossRef citations to date
0
Altmetric
Original Articles

Hello from the other side: museum educators’ perspectives on teaching the Holocaust

Pages 607-631 | Received 18 Jul 2016, Accepted 11 Jan 2018, Published online: 09 Jul 2018

References

  • Alcorn, M. W. 2010. “‘The Desire Not to Know’ as a Challenge to Teaching.” Psychoanalysis, Culture, and Society 15 (4): 346–360. doi:10.1057/pcs.2010.9.
  • American Association of Museums. 2002. Excellence in Practice: Museum Education Principles and Standards. Washington, DC: American Association of Museums.
  • Anderson, D., and Z. Zhang. 2003. “Teacher Perceptions of Field-Trip Planning and Implementation.” Visitor Studies Today 6 (3): 6–11.
  • Borko, H. 2004. “Professional Development and Teacher Learning: Mapping the Terrain.” Educational Researcher 33 (6): 3–15. doi:10.3102/0013189X033008003.
  • Boyd, W. L. 1993. “Museums as Centers of Learning.” Teachers College Record 94 (4): 761–770.
  • Cochran, K. F., J. A. DeRuiter, and R. A. King. 1993. “Pedagogical Content Knowing: An Integrative Model for Teacher Preparation.” Journal of Teacher Education 44 (4): 263–272. doi:10.1177/0022487193044004004.
  • Cohan, S., and M. Sleeper. 2010. “Teaching Genocide in United States Secondary Education.” Genocide Prevention Now 2 (Spring 2010). http://www.genocidepreventionnow.org/default.aspx.
  • Cox-Petersen, A. M., and J. A. Pfaffinger. 1998. “Teacher Preparation and Teacher-Student Interactions at a Discovery Center of Natural History.” Journal of Elementary Science Education 10 (2): 20–35. doi:10.1007/BF03173782.
  • Davis, J. 2005. “Responding to Change: Challenges for Professional Education in the Museum Sector.” Curator 48 (4): 427–438. doi:10.1111/j.2151-6952.2005.tb00186.x.
  • De La Paz, S., N. Malkus, C. Monte-Sano, and E. Montanaro. 2011. “Evaluating American History Teachers’ Professional Development: Effects on Student Learning.” Theory and Research in Social Education 39 (4): 494–540. doi:10.1080/00933104.2011.10473465.
  • Dixon, F. A., N. Yssel, J. M. McConnell, and T. Hardin. 2014. “Differentiated Instruction, Professional Development, and Teacher Efficacy.” Journal for the Education of the Gifted 37 (2): 111–127. doi:10.1177/0162353214529042.
  • Donnelly, M. B. 2006. “Educating Students about the Holocaust: A Survey of Teaching Practices.” Social Education 70 (1): 51–54.
  • Dragotto, E., C. Minerva, and M. Nichols. 2006. “Is Museum Education ‘Rocket Science’?” The Journal of Museum Education 31 (3): 215–222. doi:10.1080/10598650.2006.11510548.
  • Fallace, T. D. 2008. The Emergence of Holocaust Education in American Schools. New York: Palgrave MacMillan.
  • Friedlander, H. 1979. “Toward a Methodology of Teaching about the Holocaust.” Teachers College Record 80 (3): 519–542.
  • Gallagher, K. 2007. The Theatre of Urban: Youth and Schooling in Dangerous Times. Toronto: University of Toronto Press.
  • Goldschmidt, P., and G. Phelps. 2010. “Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long?” Economics of Education Review 29 (3): 432–439. doi:10.1016/j.econedurev.2009.10.002.
  • Greenhalgh, T. 2000. “Change and the Individual 1: Adult Learning Theory.” British Journal of General Practice 50 (450): 76–77.
  • Grenier, R. S. 2010. “‘Now This Is What I Call Learning!’ A Case Study of Museum-Initiated Professional Development for Teachers.” Adult Education Quarterly 60 (5): 499–516. doi:10.1177/0741713610363018.
  • Hargreaves, A. 1998. “The Emotional Practice of Teaching.” Teaching and Teacher Education 14 (8): 835–854. doi:10.1016/S0742-051X(98)00025-0.
  • Kallemeyn, L., D. Schiazza, A. M. Ryan, J. Peters, and C. Johnson. 2013. “Ambitious U.S. History Teachers Bringing Professional Development into the Classroom: A Mixed Methods Study.” Research in the Schools 2 (1): 39–56.
  • Knowles, M. 1990. The Adult Learner: A Neglected Species. Houston, TX: Gulf Publishing Company.
  • Kortecamp, K., and K. A. Steeves. 2006. “Evaluating Professional Development of American History Teachers.” Theory and Research in Social Education 34 (4): 484–515. doi:10.1080/00933104.2006.10473319.
  • Lindquist, D. H. 2010. “Complicating Issues in Holocaust Education.” The Journal of Social Studies Research 34 (1): 77–93.
  • Loucks-Horsley, S., P. W. Hewson, N. Love, and K. E. Stiles. 1998. Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press.
  • Maietta, R., and P. Mihas (2014). “Let the data Be Your Guide: Five Tools for Qualitative Analysis.” http://researchtalk.com/wp-content/uploads/2014/04/Let-the-Data-Be-Your-Guide-notes.pdf.
  • Marcus, A. S., T. H. Levine, and R. S. Grenier. 2012. “How Secondary History Teachers Use and Think about Museums: Current Practices and Untapped Promise for Promoting Historical Understanding.” Theory & Research in Social Education 40 (1): 66–97. doi:10.1080/00933104.2012.649466.
  • Melber, L. M. 2007. “Museums and Teacher Professional Development in Science: Balancing Educator Needs and Institutional Mission.” Science Educator 16 (1): 34–41.
  • Merriam, S. B. 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass.
  • Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
  • Niyozov, S., and S. M. Anwaruddin. 2014. “Returning to Our Pasts, Engaging Difficult Knowledge, and Transforming Social Justice.” Curriculum Inquiry 44 (3): 279–305. doi:10.1111/curi.12054.
  • Noel, A. M., and M. A. Colopy. 2006. “Making History Field Trips Meaningful: Teachers’ and Site Educators’ Perspectives on Teaching Materials.” Theory & Research in Social Education 34 (4): 553–568. doi:10.1080/00933104.2006.10473321.
  • O’Toole, S., and B. Essex. 2012. “The Adult Learner May Really Be a Neglected Species.” Australian Journal of Adult Learning 52 (1): 183–191.
  • Palincsar, A. S. 1998. “Social Constructivist Perspectives on Teaching and Learning.” Annual Review of Psychology 49: 345–375. doi:10.1146/annurev.psych.49.1.345.
  • Park, S., J. S. Oliver, T. S. Johnson, P. Graham, and N. K. Oppong. 2007. “Colleagues’ Roles in the Professional Development of Teachers: Results from a Research Study of National Board Certification.” Teaching and Teacher Education 23 (4): 368–389. doi:10.1016/j.tate.2006.12.013.
  • Penuel, W. R., B. J. Fishman, R. Yamaguchi, and L. P. Gallagher. 2007. “What Makes Professional Development Effective? Strategies that Foster Curriculum Implementation.” American Educational Research Journal 44 (4): 921–958. doi:10.3102/0002831207308221.
  • Pickering, J., J. J. Ague, K. A. Rath, D. M. Heiser, and J. N. Sirch. 2012. “Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science.” Journal of Geoscience Education 60 (4): 337–349. doi:10.5408/11-241.1.
  • Pitt, A., and D. Britzman. 2003. “Speculations on Qualities of Difficult Knowledge in Teaching and Learning: An Experiment in Psychoanalytic Research.” Qualitative Studies in Education 16 (6): 755–776. doi:10.1080/09518390310001632135.
  • Porter, A. C., M. S. Garet, L. M. Desimone, and B. F. Birman. 2003. “Providing Effective Professional Development: Lessons from the Eisenhower Program.” Science Education 12 (1): 23–40.
  • Prince, R. 1994. “Making Genocide Education Required.” The New York Times, May 15, p. 3. doi: 10.3168/jds.S0022-0302(94)77044-2
  • Ryan, A. M., and F. Valadez. 2009. “Designing and Implementing Content-Based Professional Development.” In The Teaching American History Project: Lessons for History Educators and Historians, edited by R. G. Ragland and K. A. Woestman, 216–239. New York, NY: Routledge.
  • Saldaña, J. 2011. Fundamentals of Qualitative Research: Understanding Qualitative Research. New York, NY: Oxford University Press.
  • Saldaña, J. 2013. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage Publications.
  • Seidman, I. 2013. Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. New York, NY: Teachers College Press.
  • Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. doi:10.3102/0013189X015002004.
  • Thompson, C. L., and J. S. Zeuli. 1999. “The Frame and the Tapestry: Standards-Based Reform and Professional Development.” In Teaching as the Learning Profession, edited by L. Darling-Hammond and G. Sykes, 341–375. San Francisco, CA: Jossey-Bass.
  • Totten, S., and K. L. Riley. 2005. “Authentic Pedagogy and the Holocaust: A Critical Review of State Sponsored Holocaust Curricula.” Theory & Research in Social Education 33 (1): 120–141. doi:10.1080/00933104.2005.10473274.
  • Tran, L. U. 2007. “Teaching Science in Museums: The Pedagogy and Goals of Museum Educators.” Science Education 91 (2): 278–297. doi:10.1002/(ISSN)1098-237X.
  • Tran, L. U., and H. King. 2007. “The Professionalization of Museum Educators: The Case in Science Museums.” Museum Management and Curatorship 22 (2): 131–149. doi:10.1080/09647770701470328.
  • Van Driel, J. H., and A. Berry. 2012. “Teacher Professional Development Focusing on Pedagogical Content Knowledge.” Educational Researcher 41 (1): 26–28. doi:10.3102/0013189X11431010.
  • Voss, J. F., and J. Wiley. 1995. “Acquiring Intellectual Skills.” Annual Review of Psychology 46: 155–181. doi:10.1146/annurev.ps.46.020195.001103.
  • Wright-Maley, C., R. Grenier, and A. Marcus. 2013. “We Need to Talk: Improving Dialogue between Social Studies Teachers and Museum Educators.” The Social Studies 104: 207–216. doi:10.1080/00377996.2012.720308.
  • Yin, R. K. 2014. Case Study Research: Designs and Methods. Thousand Oaks, CA: Sage Publications.
  • Yu, J., and H. Yang. 2010. “Incorporating Museum Experience into an In-Service Program for Science and Technology Teachers in Taiwan.” International Journal of Technology and Design Education 20 (4): 417–431. doi:10.1007/s10798-009-9101-0.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.