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You searched for subject:(Holocaust Education). Showing records 1 – 30 of 35 total matches.

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Brunel University

1. Richardson, Alasdair John. Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust.

Degree: Thesis (D.Ed.), 2012, Brunel University

 This study employs qualitative methods to investigate the types of learning that occurred when students in a single school encountered the Holocaust. The study explored… (more)

Subjects/Keywords: 940.5318071; History education; Holocaust education; Holocaust

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APA (6th Edition):

Richardson, A. J. (2012). Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/6595 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557788

Chicago Manual of Style (16th Edition):

Richardson, Alasdair John. “Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust.” 2012. Doctoral Dissertation, Brunel University. Accessed January 22, 2020. http://bura.brunel.ac.uk/handle/2438/6595 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557788.

MLA Handbook (7th Edition):

Richardson, Alasdair John. “Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust.” 2012. Web. 22 Jan 2020.

Vancouver:

Richardson AJ. Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust. [Internet] [Doctoral dissertation]. Brunel University; 2012. [cited 2020 Jan 22]. Available from: http://bura.brunel.ac.uk/handle/2438/6595 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557788.

Council of Science Editors:

Richardson AJ. Holocaust education : an investigation into the types of learning that take place when students encounter the Holocaust. [Doctoral Dissertation]. Brunel University; 2012. Available from: http://bura.brunel.ac.uk/handle/2438/6595 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557788


University of Illinois – Urbana-Champaign

2. Mathewson, Paul Warne. Mandatory Holocaust education legislation in the state of Illinois: a historical study.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 This dissertation explores the historical development of the Holocaust as an event essentially unknown to a signification portion of people living in the U.S. to… (more)

Subjects/Keywords: Holocaust; education; Illinois; legislation

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APA (6th Edition):

Mathewson, P. W. (2015). Mandatory Holocaust education legislation in the state of Illinois: a historical study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88174

Chicago Manual of Style (16th Edition):

Mathewson, Paul Warne. “Mandatory Holocaust education legislation in the state of Illinois: a historical study.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed January 22, 2020. http://hdl.handle.net/2142/88174.

MLA Handbook (7th Edition):

Mathewson, Paul Warne. “Mandatory Holocaust education legislation in the state of Illinois: a historical study.” 2015. Web. 22 Jan 2020.

Vancouver:

Mathewson PW. Mandatory Holocaust education legislation in the state of Illinois: a historical study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2142/88174.

Council of Science Editors:

Mathewson PW. Mandatory Holocaust education legislation in the state of Illinois: a historical study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88174


Virginia Tech

3. Pennington, Lisa Kelly. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.

Degree: PhD, Teaching and Learning, 2016, Virginia Tech

 Museums today frequently consider education as one of their priorities. As such, museum administrators will provide resources, field trips, or professional development opportunities to support… (more)

Subjects/Keywords: museum education; professional development; Holocaust education

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APA (6th Edition):

Pennington, L. K. (2016). Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/81309

Chicago Manual of Style (16th Edition):

Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.” 2016. Doctoral Dissertation, Virginia Tech. Accessed January 22, 2020. http://hdl.handle.net/10919/81309.

MLA Handbook (7th Edition):

Pennington, Lisa Kelly. “Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation.” 2016. Web. 22 Jan 2020.

Vancouver:

Pennington LK. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10919/81309.

Council of Science Editors:

Pennington LK. Examining Holocaust education museum-initiated professional development:  The perspective of museum educators during planning and implementation. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/81309


University of Vienna

4. Huber, Karin. Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs.

Degree: 2010, University of Vienna

 Die vorliegende Diplomarbeit „Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs“ widmet sich den Potentialen und Limitationen eines KZ-Gedenkstättenbesuchs im Rahmen des Schulunterrichts. Ausgangspunkt dieser Arbeit sind… (more)

Subjects/Keywords: 15.00 Geschichte: Allgemeines; 15.24 Zweiter Weltkrieg; KZ-Gedenkstätte / Holocaust Education / Gedenkstättenpädagogik / Nationalsozialismus / Holocaust / schulischer KZ-Gedenkstättenbesuch; former concentration camp / Holocaust Education / National Socialism / the Holocaust / field trip

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APA (6th Edition):

Huber, K. (2010). Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/12288/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Huber, Karin. “Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs.” 2010. Thesis, University of Vienna. Accessed January 22, 2020. http://othes.univie.ac.at/12288/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Huber, Karin. “Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs.” 2010. Web. 22 Jan 2020.

Vancouver:

Huber K. Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs. [Internet] [Thesis]. University of Vienna; 2010. [cited 2020 Jan 22]. Available from: http://othes.univie.ac.at/12288/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Huber K. Bildungschancen und Bildungsgrenzen eines schulischen KZ-Gedenkstättenbesuchs. [Thesis]. University of Vienna; 2010. Available from: http://othes.univie.ac.at/12288/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

5. Petersen, Tracey. Teaching humanity: Placing the Cape Town Holocaust Centre in a post-apartheid state .

Degree: 2015, University of the Western Cape

 This dissertation examines the development of Holocaust education in South Africa, specifically in the period of political transition to democracy and the two decades after… (more)

Subjects/Keywords: Holocaust education; Cape Town Holocaust Centre; Apartheid; Humanity; South Africa; Collective memory; Post-apartheid era

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APA (6th Edition):

Petersen, T. (2015). Teaching humanity: Placing the Cape Town Holocaust Centre in a post-apartheid state . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Petersen, Tracey. “Teaching humanity: Placing the Cape Town Holocaust Centre in a post-apartheid state .” 2015. Thesis, University of the Western Cape. Accessed January 22, 2020. http://hdl.handle.net/11394/5033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Petersen, Tracey. “Teaching humanity: Placing the Cape Town Holocaust Centre in a post-apartheid state .” 2015. Web. 22 Jan 2020.

Vancouver:

Petersen T. Teaching humanity: Placing the Cape Town Holocaust Centre in a post-apartheid state . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11394/5033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Petersen T. Teaching humanity: Placing the Cape Town Holocaust Centre in a post-apartheid state . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Vienna

6. Rajal, Elke. Erziehung nach / über Auschwitz.

Degree: 2010, University of Vienna

Diese Diplomarbeit setzt sich mit der Vermittlung des Nationalsozialismus und seiner Verfolgungs- und Vernichtungspolitik an Schüler*innen auseinander. Holocaust Education ist der seit den 1980er-Jahren weltweit… (more)

Subjects/Keywords: 89.99 Politologie: Sonstiges; 15.24 Zweiter Weltkrieg; 80.36 Erziehung und Gesellschaft; 81.64 Unterrichtsprozess: Sonstiges; Auschwitz / Holocaust / Erziehung / Erziehung nach Auschwitz / Holocaust Education / Adorno / Kritische Theorie / Geschichtsunterricht / Politische Bildung / Österreich; Auschwitz / Holocaust / education / education after Auschwitz / holocaust education / Adorno / Critical Theory / history teaching / civic education / Austria

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APA (6th Edition):

Rajal, E. (2010). Erziehung nach / über Auschwitz. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/9158/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rajal, Elke. “Erziehung nach / über Auschwitz.” 2010. Thesis, University of Vienna. Accessed January 22, 2020. http://othes.univie.ac.at/9158/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rajal, Elke. “Erziehung nach / über Auschwitz.” 2010. Web. 22 Jan 2020.

Vancouver:

Rajal E. Erziehung nach / über Auschwitz. [Internet] [Thesis]. University of Vienna; 2010. [cited 2020 Jan 22]. Available from: http://othes.univie.ac.at/9158/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rajal E. Erziehung nach / über Auschwitz. [Thesis]. University of Vienna; 2010. Available from: http://othes.univie.ac.at/9158/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

7. Johnson, Jeremy Lee. Comics, curriculum and the classroom: the development and implementation of an arts-integrated Holocaust unit.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 Traditionally, the Holocaust has been taught to middle school students using a novel like Anne Frank: The Diary of Young Girl. However, with the recent… (more)

Subjects/Keywords: Arts-integrated; Comics; Curriculum; Gender; Holocaust; Resistance; Education, curriculum and instruction

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APA (6th Edition):

Johnson, J. L. (2014). Comics, curriculum and the classroom: the development and implementation of an arts-integrated Holocaust unit. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/167168

Chicago Manual of Style (16th Edition):

Johnson, Jeremy Lee. “Comics, curriculum and the classroom: the development and implementation of an arts-integrated Holocaust unit.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2020. http://hdl.handle.net/11299/167168.

MLA Handbook (7th Edition):

Johnson, Jeremy Lee. “Comics, curriculum and the classroom: the development and implementation of an arts-integrated Holocaust unit.” 2014. Web. 22 Jan 2020.

Vancouver:

Johnson JL. Comics, curriculum and the classroom: the development and implementation of an arts-integrated Holocaust unit. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11299/167168.

Council of Science Editors:

Johnson JL. Comics, curriculum and the classroom: the development and implementation of an arts-integrated Holocaust unit. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/167168


University of South Florida

8. Haas, Brandon Jerome. IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers.

Degree: 2015, University of South Florida

 This qualitative interview study explores the perceptions of five USC Shoah Foundation Master Teachers who integrate IWitness in teaching about the Holocaust. The study focused… (more)

Subjects/Keywords: empathy; Holocaust education; social studies; testimony; Other Education; Secondary Education and Teaching

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APA (6th Edition):

Haas, B. J. (2015). IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Haas, Brandon Jerome. “IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers.” 2015. Thesis, University of South Florida. Accessed January 22, 2020. https://scholarcommons.usf.edu/etd/5694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Haas, Brandon Jerome. “IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers.” 2015. Web. 22 Jan 2020.

Vancouver:

Haas BJ. IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers. [Internet] [Thesis]. University of South Florida; 2015. [cited 2020 Jan 22]. Available from: https://scholarcommons.usf.edu/etd/5694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Haas BJ. IWitness and Student Empathy: Perspectives from USC Shoah Foundation Master Teachers. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Bonacorsi, Kate A. Aesthetic Shapes of Holocaust Literature and Pedagogical Applications.

Degree: MA, English, 2018, Northen Michigan University

  This project specifically examines three narratives that are part of the genre of Holocaust Literature: Elie Wiesel’s Night, Art Spiegelman’s Maus, and John Boyne’s… (more)

Subjects/Keywords: Holocaust; literature; pedagogy; Wiesel; Spiegelman; Boyne; Curriculum and Instruction; Educational Methods; Other Education; Secondary Education

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APA (6th Edition):

Bonacorsi, K. A. (2018). Aesthetic Shapes of Holocaust Literature and Pedagogical Applications. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bonacorsi, Kate A. “Aesthetic Shapes of Holocaust Literature and Pedagogical Applications.” 2018. Thesis, Northen Michigan University. Accessed January 22, 2020. https://commons.nmu.edu/theses/532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bonacorsi, Kate A. “Aesthetic Shapes of Holocaust Literature and Pedagogical Applications.” 2018. Web. 22 Jan 2020.

Vancouver:

Bonacorsi KA. Aesthetic Shapes of Holocaust Literature and Pedagogical Applications. [Internet] [Thesis]. Northen Michigan University; 2018. [cited 2020 Jan 22]. Available from: https://commons.nmu.edu/theses/532.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bonacorsi KA. Aesthetic Shapes of Holocaust Literature and Pedagogical Applications. [Thesis]. Northen Michigan University; 2018. Available from: https://commons.nmu.edu/theses/532

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Université du Luxembourg

10. Geisler, Nadine. Holocaust-Education in der Luxemburger Schule.

Degree: 2015, Université du Luxembourg

 Today, the extermination of Jewish communities by the Nazi regime and its collaborators, namely the Holocaust, forms an integral part of the international political agenda.… (more)

Subjects/Keywords: Holocaust; Education; Curriculum; Arts & humanities :: History [A04]; Arts & sciences humaines :: Histoire [A04]

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APA (6th Edition):

Geisler, N. (2015). Holocaust-Education in der Luxemburger Schule. (Doctoral Dissertation). Université du Luxembourg. Retrieved from http://orbilu.uni.lu/handle/10993/21413

Chicago Manual of Style (16th Edition):

Geisler, Nadine. “Holocaust-Education in der Luxemburger Schule.” 2015. Doctoral Dissertation, Université du Luxembourg. Accessed January 22, 2020. http://orbilu.uni.lu/handle/10993/21413.

MLA Handbook (7th Edition):

Geisler, Nadine. “Holocaust-Education in der Luxemburger Schule.” 2015. Web. 22 Jan 2020.

Vancouver:

Geisler N. Holocaust-Education in der Luxemburger Schule. [Internet] [Doctoral dissertation]. Université du Luxembourg; 2015. [cited 2020 Jan 22]. Available from: http://orbilu.uni.lu/handle/10993/21413.

Council of Science Editors:

Geisler N. Holocaust-Education in der Luxemburger Schule. [Doctoral Dissertation]. Université du Luxembourg; 2015. Available from: http://orbilu.uni.lu/handle/10993/21413


Florida Atlantic University

11. Shah, Rachayita. The contributions of a Holocaust and human rights education program to teacher learning.

Degree: PhD, 2012, Florida Atlantic University

Summary: Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching; Curriculum planning; Multicultural education; Teachers, Training of

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APA (6th Edition):

Shah, R. (2012). The contributions of a Holocaust and human rights education program to teacher learning. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3356014

Chicago Manual of Style (16th Edition):

Shah, Rachayita. “The contributions of a Holocaust and human rights education program to teacher learning.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed January 22, 2020. http://purl.flvc.org/FAU/3356014.

MLA Handbook (7th Edition):

Shah, Rachayita. “The contributions of a Holocaust and human rights education program to teacher learning.” 2012. Web. 22 Jan 2020.

Vancouver:

Shah R. The contributions of a Holocaust and human rights education program to teacher learning. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2020 Jan 22]. Available from: http://purl.flvc.org/FAU/3356014.

Council of Science Editors:

Shah R. The contributions of a Holocaust and human rights education program to teacher learning. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3356014


Universitetet i Tromsø

12. Bergum-Israel, Karina Ariella. Implementing Holocaust literature in Social Studies English and English Literature and Culture in Norwegian upper secondary schools .

Degree: 2009, Universitetet i Tromsø

 This thesis looks at how the Holocaust can be taught about in the subjects Social Studies English and English Literature and Culture in Norwegian Upper… (more)

Subjects/Keywords: VDP::Humanities: 000::Literary disciplines: 040; Holocaust Literature; Education; Holocaust; Personal narratives

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APA (6th Edition):

Bergum-Israel, K. A. (2009). Implementing Holocaust literature in Social Studies English and English Literature and Culture in Norwegian upper secondary schools . (Masters Thesis). Universitetet i Tromsø. Retrieved from http://hdl.handle.net/10037/2853

Chicago Manual of Style (16th Edition):

Bergum-Israel, Karina Ariella. “Implementing Holocaust literature in Social Studies English and English Literature and Culture in Norwegian upper secondary schools .” 2009. Masters Thesis, Universitetet i Tromsø. Accessed January 22, 2020. http://hdl.handle.net/10037/2853.

MLA Handbook (7th Edition):

Bergum-Israel, Karina Ariella. “Implementing Holocaust literature in Social Studies English and English Literature and Culture in Norwegian upper secondary schools .” 2009. Web. 22 Jan 2020.

Vancouver:

Bergum-Israel KA. Implementing Holocaust literature in Social Studies English and English Literature and Culture in Norwegian upper secondary schools . [Internet] [Masters thesis]. Universitetet i Tromsø 2009. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10037/2853.

Council of Science Editors:

Bergum-Israel KA. Implementing Holocaust literature in Social Studies English and English Literature and Culture in Norwegian upper secondary schools . [Masters Thesis]. Universitetet i Tromsø 2009. Available from: http://hdl.handle.net/10037/2853

13. Thorsen, Mark. Teaching About Genocide: A Cross-Curricular Approach in Art and History.

Degree: PhD, Curriculum and Instruction, 2010, U of Denver

  This study describes the experiences of suburban area high school 10th, 11th, and 12th grade art students immersed in a cross-curricular study of the… (more)

Subjects/Keywords: Aesthetics; Art; Eisner; Genocide; Holocaust; Teaching; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Social and Philosophical Foundations of Education

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APA (6th Edition):

Thorsen, M. (2010). Teaching About Genocide: A Cross-Curricular Approach in Art and History. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/649

Chicago Manual of Style (16th Edition):

Thorsen, Mark. “Teaching About Genocide: A Cross-Curricular Approach in Art and History.” 2010. Doctoral Dissertation, U of Denver. Accessed January 22, 2020. https://digitalcommons.du.edu/etd/649.

MLA Handbook (7th Edition):

Thorsen, Mark. “Teaching About Genocide: A Cross-Curricular Approach in Art and History.” 2010. Web. 22 Jan 2020.

Vancouver:

Thorsen M. Teaching About Genocide: A Cross-Curricular Approach in Art and History. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2020 Jan 22]. Available from: https://digitalcommons.du.edu/etd/649.

Council of Science Editors:

Thorsen M. Teaching About Genocide: A Cross-Curricular Approach in Art and History. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/649


McGill University

14. Satov, Tauba. Holocaust studies for moral and religious education.

Degree: MA, Department of Religion and Philosophy in Education., 1991, McGill University

This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945)  – Study and teaching; Jews  – Education

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APA (6th Edition):

Satov, T. (1991). Holocaust studies for moral and religious education. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile60083.pdf

Chicago Manual of Style (16th Edition):

Satov, Tauba. “Holocaust studies for moral and religious education.” 1991. Masters Thesis, McGill University. Accessed January 22, 2020. http://digitool.library.mcgill.ca/thesisfile60083.pdf.

MLA Handbook (7th Edition):

Satov, Tauba. “Holocaust studies for moral and religious education.” 1991. Web. 22 Jan 2020.

Vancouver:

Satov T. Holocaust studies for moral and religious education. [Internet] [Masters thesis]. McGill University; 1991. [cited 2020 Jan 22]. Available from: http://digitool.library.mcgill.ca/thesisfile60083.pdf.

Council of Science Editors:

Satov T. Holocaust studies for moral and religious education. [Masters Thesis]. McGill University; 1991. Available from: http://digitool.library.mcgill.ca/thesisfile60083.pdf

15. Berkel, Marc. Plotlines of Victimhood : the Holocaust in German and Dutch history textbooks, 1920-2010.

Degree: Department of History, 2017, Erasmus University Rotterdam

 markdownabstractBefore the 1960s, most history textbooks in Western Europe hardly contained any information about the ‘Holocaust’. This was partly because contemporary history still was a… (more)

Subjects/Keywords: Holocaust; textbooks; history education; narratives; victimhood

…that history education and textbooks have played an important role in the emergence of the… …textbook representations of contested topics such as WWII or the Holocaust. History textbooks… …up to the Holocaust are well-known examples of this in contemporary history. There have… …with regard to Jews and the lack of the historical context of the Holocaust seem questionable… …textbooks, the majority of which (132) used for history education in primary and… 

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APA (6th Edition):

Berkel, M. (2017). Plotlines of Victimhood : the Holocaust in German and Dutch history textbooks, 1920-2010. (Doctoral Dissertation). Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/100839

Chicago Manual of Style (16th Edition):

Berkel, Marc. “Plotlines of Victimhood : the Holocaust in German and Dutch history textbooks, 1920-2010.” 2017. Doctoral Dissertation, Erasmus University Rotterdam. Accessed January 22, 2020. http://hdl.handle.net/1765/100839.

MLA Handbook (7th Edition):

Berkel, Marc. “Plotlines of Victimhood : the Holocaust in German and Dutch history textbooks, 1920-2010.” 2017. Web. 22 Jan 2020.

Vancouver:

Berkel M. Plotlines of Victimhood : the Holocaust in German and Dutch history textbooks, 1920-2010. [Internet] [Doctoral dissertation]. Erasmus University Rotterdam; 2017. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1765/100839.

Council of Science Editors:

Berkel M. Plotlines of Victimhood : the Holocaust in German and Dutch history textbooks, 1920-2010. [Doctoral Dissertation]. Erasmus University Rotterdam; 2017. Available from: http://hdl.handle.net/1765/100839

16. Mikel, Melissa D. Pebbles for Peace: The Impact of Holocaust Education.

Degree: 2014, University of Toronto

“Studying the Shoah (Holocaust) forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from… (more)

Subjects/Keywords: Holocaust Education; Pebbles for Peace; 0520; 0727

…ensuring that Holocaust education was a part of my classroom, it illustrated the NEED for… …Holocaust education to be in EVERY classroom. 7 Several years prior to this… …HOLOCAUST EDUCATIONHolocaust education is a comparatively recent phenomenon” within the realm… …inclusion of Holocaust education in schools until the 1970’s is often seen as rooted in several… …crudely marked graves. As advocated by many researchers in the field of Holocaust education, one… 

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APA (6th Edition):

Mikel, M. D. (2014). Pebbles for Peace: The Impact of Holocaust Education. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43997

Chicago Manual of Style (16th Edition):

Mikel, Melissa D. “Pebbles for Peace: The Impact of Holocaust Education.” 2014. Masters Thesis, University of Toronto. Accessed January 22, 2020. http://hdl.handle.net/1807/43997.

MLA Handbook (7th Edition):

Mikel, Melissa D. “Pebbles for Peace: The Impact of Holocaust Education.” 2014. Web. 22 Jan 2020.

Vancouver:

Mikel MD. Pebbles for Peace: The Impact of Holocaust Education. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1807/43997.

Council of Science Editors:

Mikel MD. Pebbles for Peace: The Impact of Holocaust Education. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43997


University of KwaZulu-Natal

17. [No author]. Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks.

Degree: Education, 2012, University of KwaZulu-Natal

Abstract available in PDF version. Advisors/Committee Members: Wassermann, Johan (advisor).

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching – KwaZulu-Natal – Durban.; Effective teaching – Evaluation.; Holocaust, Jewish (1939-1945) – Influence.; Education.

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APA (6th Edition):

author], [. (2012). Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. ” 2012. Thesis, University of KwaZulu-Natal. Accessed January 22, 2020. http://hdl.handle.net/10413/9356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. ” 2012. Web. 22 Jan 2020.

Vancouver:

author] [. Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10413/9356.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9356

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


The Ohio State University

18. Hernandez, Alexander Anthony. Voices of witness, messages of hope: moral development theory and transactional response in a literature-based Holocaust studies curriculum.

Degree: PhD, Educational Theory and Practice, 2004, The Ohio State University

 The professional literature of the Holocaust is replete with research, references, and recommendations that a study of the Holocaust, particularly for middle and high school… (more)

Subjects/Keywords: Education, Language and Literature; Holocaust studies; Holocaust curriculum; Reader response theory; Moral development theory

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APA (6th Edition):

Hernandez, A. A. (2004). Voices of witness, messages of hope: moral development theory and transactional response in a literature-based Holocaust studies curriculum. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1087317918

Chicago Manual of Style (16th Edition):

Hernandez, Alexander Anthony. “Voices of witness, messages of hope: moral development theory and transactional response in a literature-based Holocaust studies curriculum.” 2004. Doctoral Dissertation, The Ohio State University. Accessed January 22, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1087317918.

MLA Handbook (7th Edition):

Hernandez, Alexander Anthony. “Voices of witness, messages of hope: moral development theory and transactional response in a literature-based Holocaust studies curriculum.” 2004. Web. 22 Jan 2020.

Vancouver:

Hernandez AA. Voices of witness, messages of hope: moral development theory and transactional response in a literature-based Holocaust studies curriculum. [Internet] [Doctoral dissertation]. The Ohio State University; 2004. [cited 2020 Jan 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1087317918.

Council of Science Editors:

Hernandez AA. Voices of witness, messages of hope: moral development theory and transactional response in a literature-based Holocaust studies curriculum. [Doctoral Dissertation]. The Ohio State University; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1087317918


Seton Hall University

19. Donvito, Concetta E. A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools.

Degree: EdD Education Leadership, Management and Policy, Education Studies, 2003, Seton Hall University

. Advisors/Committee Members: Mary Ruzicka, James Caulfield, Reverend Lawrence Frizzell.

Subjects/Keywords: Education; New Jersey; Holocaust/Genocide Mandate; Middle schools; Genocide; Secondary Education and Teaching

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APA (6th Edition):

Donvito, C. E. (2003). A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/85

Chicago Manual of Style (16th Edition):

Donvito, Concetta E. “A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools.” 2003. Doctoral Dissertation, Seton Hall University. Accessed January 22, 2020. http://scholarship.shu.edu/dissertations/85.

MLA Handbook (7th Edition):

Donvito, Concetta E. “A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools.” 2003. Web. 22 Jan 2020.

Vancouver:

Donvito CE. A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2003. [cited 2020 Jan 22]. Available from: http://scholarship.shu.edu/dissertations/85.

Council of Science Editors:

Donvito CE. A Descriptive Study: The Implementation Of The 1994 New Jersey Holocaust/Genocide Mandate In New Jersey Public Middle Schools. [Doctoral Dissertation]. Seton Hall University; 2003. Available from: http://scholarship.shu.edu/dissertations/85


East Tennessee State University

20. Mitchell, Julie Patterson. Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards.

Degree: EdD (Doctor of Education), Educational Leadership, 2004, East Tennessee State University

  Teaching the Holocaust is a challenging task. Not only do educators have a responsibility to impart the historical information surrounding these events, but issues… (more)

Subjects/Keywords: Language Arts; Social Sciences; Middle School Curricula; Holocaust Education; Curriculum and Instruction; Education

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APA (6th Edition):

Mitchell, J. P. (2004). Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/874

Chicago Manual of Style (16th Edition):

Mitchell, Julie Patterson. “Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards.” 2004. Doctoral Dissertation, East Tennessee State University. Accessed January 22, 2020. https://dc.etsu.edu/etd/874.

MLA Handbook (7th Edition):

Mitchell, Julie Patterson. “Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards.” 2004. Web. 22 Jan 2020.

Vancouver:

Mitchell JP. Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards. [Internet] [Doctoral dissertation]. East Tennessee State University; 2004. [cited 2020 Jan 22]. Available from: https://dc.etsu.edu/etd/874.

Council of Science Editors:

Mitchell JP. Methods of Teaching the Holocaust to Secondary Students as Implemented by Tennessee Recipients of the Belz-Lipman Holocaust Educator of the Year Awards. [Doctoral Dissertation]. East Tennessee State University; 2004. Available from: https://dc.etsu.edu/etd/874


University of North Texas

21. Lincoln, Margaret L. The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource.

Degree: 2006, University of North Texas

 Museums today provide learning-rich experiences and quality informational resources through both physical and virtual environments. This study examined a Holocaust Museum traveling exhibition, Life in… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945)  – Exhibitions.; Holocaust, Jewish (1939-1945)  – Study and teaching.; Holocaust, Jewish (1939-1945)  – Computer network resources.; Hidden children (Holocaust)  – Exhibitions.; Hidden children (Holocaust)  – Computer network resources.; United States Holocaust Memorial Museum  – Exhibitions.; United States Holocaust Memorial Museum  – Computer network resources.; Holocaust museums; Holocaust education; museums-educational aspects; museum informatics; online exhibitions; online and onsite

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APA (6th Edition):

Lincoln, M. L. (2006). The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5407/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lincoln, Margaret L. “The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource.” 2006. Thesis, University of North Texas. Accessed January 22, 2020. https://digital.library.unt.edu/ark:/67531/metadc5407/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lincoln, Margaret L. “The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource.” 2006. Web. 22 Jan 2020.

Vancouver:

Lincoln ML. The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource. [Internet] [Thesis]. University of North Texas; 2006. [cited 2020 Jan 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5407/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lincoln ML. The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5407/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

22. Dillmeier, Rebecca E. If You Could Lick My Heart, It Would Poison You Oral Testimony and Holocaust Memorialization in the U.S.

Degree: MA, Museology - Art and Art History, 2012, University of Florida

 This study will look at how the current use of oral testimony in traditional and non-traditional education reflects the problems with the way the Holocaust(more)

Subjects/Keywords: Archives; Classrooms; Death; History instruction; Memory; Museums; Nazism; Oral history; Teachers; United States history; education  – history  – holocaust  – ii  – lanzmann  – memorial  – memory  – museum  – oral  – war  – world

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APA (6th Edition):

Dillmeier, R. E. (2012). If You Could Lick My Heart, It Would Poison You Oral Testimony and Holocaust Memorialization in the U.S. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044336

Chicago Manual of Style (16th Edition):

Dillmeier, Rebecca E. “If You Could Lick My Heart, It Would Poison You Oral Testimony and Holocaust Memorialization in the U.S.” 2012. Masters Thesis, University of Florida. Accessed January 22, 2020. http://ufdc.ufl.edu/UFE0044336.

MLA Handbook (7th Edition):

Dillmeier, Rebecca E. “If You Could Lick My Heart, It Would Poison You Oral Testimony and Holocaust Memorialization in the U.S.” 2012. Web. 22 Jan 2020.

Vancouver:

Dillmeier RE. If You Could Lick My Heart, It Would Poison You Oral Testimony and Holocaust Memorialization in the U.S. [Internet] [Masters thesis]. University of Florida; 2012. [cited 2020 Jan 22]. Available from: http://ufdc.ufl.edu/UFE0044336.

Council of Science Editors:

Dillmeier RE. If You Could Lick My Heart, It Would Poison You Oral Testimony and Holocaust Memorialization in the U.S. [Masters Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044336


University of Victoria

23. Wood, Natasha. "Hitler is a Bully": Middle School Students' Perspectives on Holocaust Education in Greater Victoria, British Columbia.

Degree: Dept. of Germanic and Russian Studies, 2013, University of Victoria

 This study investigates middle school students’ interest in learning about the Holocaust, which methods are the most effective at teaching the Holocaust and how the… (more)

Subjects/Keywords: Bullying; Canada; Education; Educational Methods; Holocaust Survivor; Greater Victoria; Middle School Student; Teacher; Testimony; Tolerance; Learning; Racism; Study; Survey; Qualitative; Quantitative; Focus Group; Interview

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APA (6th Edition):

Wood, N. (2013). "Hitler is a Bully": Middle School Students' Perspectives on Holocaust Education in Greater Victoria, British Columbia. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4936

Chicago Manual of Style (16th Edition):

Wood, Natasha. “"Hitler is a Bully": Middle School Students' Perspectives on Holocaust Education in Greater Victoria, British Columbia.” 2013. Masters Thesis, University of Victoria. Accessed January 22, 2020. http://hdl.handle.net/1828/4936.

MLA Handbook (7th Edition):

Wood, Natasha. “"Hitler is a Bully": Middle School Students' Perspectives on Holocaust Education in Greater Victoria, British Columbia.” 2013. Web. 22 Jan 2020.

Vancouver:

Wood N. "Hitler is a Bully": Middle School Students' Perspectives on Holocaust Education in Greater Victoria, British Columbia. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1828/4936.

Council of Science Editors:

Wood N. "Hitler is a Bully": Middle School Students' Perspectives on Holocaust Education in Greater Victoria, British Columbia. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4936


California State University – Northridge

24. Mondschein, Henri. Echoes of the Holocaust : prevailing themes of survivors and their children.

Degree: MA, Department of Education., 1982, California State University – Northridge

 Research on Holocaust survivors and their children has been traditionally conducted on clinical populations or those individuals or families being treated for psychological problems and… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Psychological aspects.; Dissertations, Academic  – CSUN  – Education.

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APA (6th Edition):

Mondschein, H. (1982). Echoes of the Holocaust : prevailing themes of survivors and their children. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/128163

Chicago Manual of Style (16th Edition):

Mondschein, Henri. “Echoes of the Holocaust : prevailing themes of survivors and their children.” 1982. Masters Thesis, California State University – Northridge. Accessed January 22, 2020. http://hdl.handle.net/10211.3/128163.

MLA Handbook (7th Edition):

Mondschein, Henri. “Echoes of the Holocaust : prevailing themes of survivors and their children.” 1982. Web. 22 Jan 2020.

Vancouver:

Mondschein H. Echoes of the Holocaust : prevailing themes of survivors and their children. [Internet] [Masters thesis]. California State University – Northridge; 1982. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10211.3/128163.

Council of Science Editors:

Mondschein H. Echoes of the Holocaust : prevailing themes of survivors and their children. [Masters Thesis]. California State University – Northridge; 1982. Available from: http://hdl.handle.net/10211.3/128163


Seton Hall University

25. Hadzima, Barbara Lorfink. Prejudice Elimination: An Analysis Of The Effectiveness Of The New Jersey State Mandate To Teach The Holocaust And Genocide.

Degree: EdD Education Leadership, Management and Policy, Chemistry, 1999, Seton Hall University

. Advisors/Committee Members: Anthony J Colella, David Bossman, Rose Thering.

Subjects/Keywords: Education; Prejudice; New Jersey; State mandate; Holocaust; Genocide; Elementary Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Hadzima, B. L. (1999). Prejudice Elimination: An Analysis Of The Effectiveness Of The New Jersey State Mandate To Teach The Holocaust And Genocide. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1370

Chicago Manual of Style (16th Edition):

Hadzima, Barbara Lorfink. “Prejudice Elimination: An Analysis Of The Effectiveness Of The New Jersey State Mandate To Teach The Holocaust And Genocide.” 1999. Doctoral Dissertation, Seton Hall University. Accessed January 22, 2020. http://scholarship.shu.edu/dissertations/1370.

MLA Handbook (7th Edition):

Hadzima, Barbara Lorfink. “Prejudice Elimination: An Analysis Of The Effectiveness Of The New Jersey State Mandate To Teach The Holocaust And Genocide.” 1999. Web. 22 Jan 2020.

Vancouver:

Hadzima BL. Prejudice Elimination: An Analysis Of The Effectiveness Of The New Jersey State Mandate To Teach The Holocaust And Genocide. [Internet] [Doctoral dissertation]. Seton Hall University; 1999. [cited 2020 Jan 22]. Available from: http://scholarship.shu.edu/dissertations/1370.

Council of Science Editors:

Hadzima BL. Prejudice Elimination: An Analysis Of The Effectiveness Of The New Jersey State Mandate To Teach The Holocaust And Genocide. [Doctoral Dissertation]. Seton Hall University; 1999. Available from: http://scholarship.shu.edu/dissertations/1370


Erasmus University Rotterdam

26. Bruijn, Pieter. Bridges to the Past: Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources.

Degree: 2014, Erasmus University Rotterdam

 markdownabstract__Abstract__ Traces of the past, such as artefacts, monuments and oral traditions, are increasingly used in educational activities, often designated by the term 'heritage education'.… (more)

Subjects/Keywords: cultural heritage; heritage education; museum exhibitions; history learning; museum education; Transatlantic Slave Trade; World War II; Holocaust

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APA (6th Edition):

Bruijn, P. (2014). Bridges to the Past: Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources. (Doctoral Dissertation). Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/77834

Chicago Manual of Style (16th Edition):

Bruijn, Pieter. “Bridges to the Past: Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources.” 2014. Doctoral Dissertation, Erasmus University Rotterdam. Accessed January 22, 2020. http://hdl.handle.net/1765/77834.

MLA Handbook (7th Edition):

Bruijn, Pieter. “Bridges to the Past: Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources.” 2014. Web. 22 Jan 2020.

Vancouver:

Bruijn P. Bridges to the Past: Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources. [Internet] [Doctoral dissertation]. Erasmus University Rotterdam; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1765/77834.

Council of Science Editors:

Bruijn P. Bridges to the Past: Historical Distance and Multiperspectivity in English and Dutch Heritage Educational Resources. [Doctoral Dissertation]. Erasmus University Rotterdam; 2014. Available from: http://hdl.handle.net/1765/77834


University of Manitoba

27. Hein, Esther. Human rights and democracy education in the Munich Documentation Centre for the history of national socialism and the Dachau Concentration Camp Memorial Site: pedagogical approaches of understanding and learning from the Holocaust.

Degree: German and Slavic Studies, 2019, University of Manitoba

 This project seeks to examine what museal techniques are implemented in memorial sites and documentation centres in contemporary Germany in order to convey historical knowledge… (more)

Subjects/Keywords: Holocaust Education; Museum Research; Human Rights Education; Germany; Munich Documentation Centre for the History of National Socialism; Dachau Concentration Camp Memorial Site; German highschool students; empathy; historical distance; aura; authenticity; German cultural memory

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APA (6th Edition):

Hein, E. (2019). Human rights and democracy education in the Munich Documentation Centre for the history of national socialism and the Dachau Concentration Camp Memorial Site: pedagogical approaches of understanding and learning from the Holocaust. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33791

Chicago Manual of Style (16th Edition):

Hein, Esther. “Human rights and democracy education in the Munich Documentation Centre for the history of national socialism and the Dachau Concentration Camp Memorial Site: pedagogical approaches of understanding and learning from the Holocaust.” 2019. Masters Thesis, University of Manitoba. Accessed January 22, 2020. http://hdl.handle.net/1993/33791.

MLA Handbook (7th Edition):

Hein, Esther. “Human rights and democracy education in the Munich Documentation Centre for the history of national socialism and the Dachau Concentration Camp Memorial Site: pedagogical approaches of understanding and learning from the Holocaust.” 2019. Web. 22 Jan 2020.

Vancouver:

Hein E. Human rights and democracy education in the Munich Documentation Centre for the history of national socialism and the Dachau Concentration Camp Memorial Site: pedagogical approaches of understanding and learning from the Holocaust. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1993/33791.

Council of Science Editors:

Hein E. Human rights and democracy education in the Munich Documentation Centre for the history of national socialism and the Dachau Concentration Camp Memorial Site: pedagogical approaches of understanding and learning from the Holocaust. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/33791

28. Remington, Matthew Spencer. Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel.

Degree: MA, Art Education, 2013, University of Texas – Austin

 Through the creation of a graphic novel based on a Romanian Holocaust survivor’s testimony, this study attempts to clarify the role of artistic creation in… (more)

Subjects/Keywords: Art education; Holocaust; Comics; Graphic novel; Shoah; Genocide; Art advocacy; Holocaust education; Bucharest; Romania; Oral history; Jewish history; Zoly Zamir; Iron Guard; A/r/tography; Arts-based research

…Romanian Holocaust survivor’s testimony illuminate the way I internalized my Holocaust education… …of Holocaust education and artistic creation’s role in meaning-making, exposing patterns of… …analysis 2 entail empathy and connection, essential components of effective Holocaust education… …Holocaust documentation, research, education, and commemoration in Israel, but I could not shake… …Holocaust education, the results of this study are unique to the development a graphic novel, the… 

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APA (6th Edition):

Remington, M. S. (2013). Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21235

Chicago Manual of Style (16th Edition):

Remington, Matthew Spencer. “Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel.” 2013. Masters Thesis, University of Texas – Austin. Accessed January 22, 2020. http://hdl.handle.net/2152/21235.

MLA Handbook (7th Edition):

Remington, Matthew Spencer. “Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel.” 2013. Web. 22 Jan 2020.

Vancouver:

Remington MS. Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel. [Internet] [Masters thesis]. University of Texas – Austin; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2152/21235.

Council of Science Editors:

Remington MS. Fragile mechanics : connecting Holocaust and art education through the creation of a graphic novel. [Masters Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21235

29. Levy, Sara Ann. How students navigate the construction of heritage narratives.

Degree: PhD, 2012, University of Minnesota

 This qualitative study (n=17) uses a multiple case studies design to interrogate how and why students understand events contained within "heritage histories." By this I… (more)

Subjects/Keywords: Asian American Education; Historical Thinking; History Education; Holocaust Education; Immigrant Education; Students Historical Understanding.; Education, Curriculum and Instruction

…91-128 Chapter Six: Holocaust Case Findings 129-165 Chapter Seven: Discussion 166-189… …to the student’s class as part of my work with a Holocaust studies program. Although I was… …that happened forever ago? Why does it matter to you?” To them, my interest in the Holocaust… …that my interest in the Holocaust cannot be separated from my identity as a Jew. This does… …knowledge of the Holocaust have changed and shifted over the past twenty years. From reading… 

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APA (6th Edition):

Levy, S. A. (2012). How students navigate the construction of heritage narratives. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/131821

Chicago Manual of Style (16th Edition):

Levy, Sara Ann. “How students navigate the construction of heritage narratives.” 2012. Doctoral Dissertation, University of Minnesota. Accessed January 22, 2020. http://purl.umn.edu/131821.

MLA Handbook (7th Edition):

Levy, Sara Ann. “How students navigate the construction of heritage narratives.” 2012. Web. 22 Jan 2020.

Vancouver:

Levy SA. How students navigate the construction of heritage narratives. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2020 Jan 22]. Available from: http://purl.umn.edu/131821.

Council of Science Editors:

Levy SA. How students navigate the construction of heritage narratives. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/131821

30. Hurwitz, Carol Berry. Undergraduate students' perceptions of their Holocaust and genocide education.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2007, University of San Francisco

unavailable

Subjects/Keywords: University of San Francisco Students; Attitudes; Holocaust Jewish; Study and teaching (Higher); Genocide; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hurwitz, C. B. (2007). Undergraduate students' perceptions of their Holocaust and genocide education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hurwitz, Carol Berry. “Undergraduate students' perceptions of their Holocaust and genocide education.” 2007. Thesis, University of San Francisco. Accessed January 22, 2020. https://repository.usfca.edu/diss/148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hurwitz, Carol Berry. “Undergraduate students' perceptions of their Holocaust and genocide education.” 2007. Web. 22 Jan 2020.

Vancouver:

Hurwitz CB. Undergraduate students' perceptions of their Holocaust and genocide education. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2020 Jan 22]. Available from: https://repository.usfca.edu/diss/148.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hurwitz CB. Undergraduate students' perceptions of their Holocaust and genocide education. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/148

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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