Teacher decision making in teaching about the Holocaust through art

Bibliography

• Never Again Education Act of 2020, 20 U.S.C. 21 and 7801.
   Google Scholar
• Alhojailan, Mohammed Ibrahim. “Thematic Analysis: A Critical Review of Its Process and Evaluation.” West East Journal of Social Sciences 1, no. 1 (2012): 39–47.
   Google Scholar
• Alverman, Donna E., Victoria R. Gillis, and Stephen F. Phelps. Content Area Reading and Literacy: Succeeding in Today’s Diverse Classrooms. 7th ed. Boston: Pearson, 2013.
   Google Scholar
• Badger, James, and Richard J.W. Harker. “The Impact of a Museum Travelling Exhibition on Middle School Teachers and Students from Rural, Low-Income Homes.” International Review of Education 62, no. 3 (2016): 355–374. doi:10.1007/s11159-016-9566-5.
   Web of Science ®Google Scholar
• Bak, Samuel. Painted in Words : A Memoir. Bloomington: Indiana University Press, 2001.
   Google Scholar
• Barkauskas, Nikolaus J. “Common Purposes: Defining the Reform Capabilities Created by Private Foundations Through Strategic Giving in Support of the Common Core State Standards.” American Journal of Education 128, no. 4 (2022): 525–555. doi:10.1086/720540.
   Web of Science ®Google Scholar
• Biesta, Gert, and Michael Tedder. “Agency and Learning in the Lifecourse: Towards an Ecological Perspective.” Studies in the Education of Adults 39, no. 2 (2007): 132–149. doi:10.1080/02660830.2007.11661545.
   Google Scholar
• Borko, Hilda, and Richard J. Shavelson. “Teacher Decision Making.” In Dimensions of Thinking and Cognitive Instruction, edited by Beau Fly Jones, and Lorna Idol, 311–341. Lawrence Erlbaum Associates, 1990. doi:10.4324/9780203771686.
   Google Scholar
• Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (2006): 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Burgard, Karen L. B. “Constructing Deeper Meaning: A Museum Curriculum Evaluation Framework for Students.” Kappa Delta Pi Record 56, no. 2 (2020): 58–63. doi:10.1080/00228958.2020.1729635.
   Google Scholar
• Cohen, Erik H. “Teacher Autonomy Within a Flexible National Curriculum: Development of Shoah (Holocaust) Education in Israeli State Schools.” Journal of Curriculum Studies 48, no. 2 (2016): 167–191. doi:10.1080/00220272.2015.1033464.
   Web of Science ®Google Scholar
• Colon, Dalia. “Samuel Bak.” Season 5, Episode 11. [TV series episode]. Produced by J. Conely, WEDU Arts Plus, 2016.
   Google Scholar
• Cooke, Steven, and Donna-Lee Frieze. “Imagination, Performance and Affect: A Critical Pedagogy of the Holocaust?” Holocaust Studies 21, no. 3 (2015): 157–171. doi:10.1080/17504902.2015.1066057.
   Google Scholar
• Donnelly, Mary Beth. “Educating Students about the Holocaust: A Survey of Teaching Practices.” Social Education 70, no. 1 (2006): 51–55.
   Google Scholar
• Ellison, Jeffrey Alan. “How They Teach the Holocaust in Jewish Day Schools.” Cogent Education 4, no. 1 (2017): 1310010. doi:10.1080/2331186X.2017.1310010.
   Web of Science ®Google Scholar
• Facing History/Facing Ourselves. Inaterpreting the Art of Samuel Bak: Self-Portrait. http://facinghistory.org.
   Google Scholar
• Frenzel, Anne C., Betty Becker-Kurz, Reinhard Pekrun, Thomas Goetz, and Oliver Lüdtke. “Emotion Transmission in the Classroom Revisited: A Reciprocal Effects Model of Teacher and Student Enjoyment.” Journal aof Educational Psychology 110, no. 5 (2018): 628–639. doi:10.1037/edu0000228.
   Web of Science ®Google Scholar
• Goodrich, F., and A. Hackett. The Diary of Anne Frank. New York: Dramatist Play Service, 1958. (Original work published 1956)
   Google Scholar
• Gudgel, Mark. Think Higher Feel Deeper: Holocaust Education in the Secondary Classroom. New York: Teachers College Press, 2021.
   Google Scholar
• Harker, Richard J. W., and James Badger. “Traveling Exhibitions as Sites for Informal Learning: Assessing Different Strategies with Field Trips to Traveling Exhibitions at Non-Museum Sites.” Journal of Museum Education 40, no. 3 (2015): 268–277. doi:10.1179/1059865015Z.000000000103.
   Web of Science ®Google Scholar
• Johnson, Aaron P., and Lisa Pennington. “Teaching ‘Other’ Genocides: Exploring the Intersection of Global Education and Genocide Studies.” The Social Studies 109, no. 5 (2019): 227–237. doi:10.1080/00377996.2018.1483312.
   Google Scholar
• Keller, Melanie M., Thomas Goetz, Eva S. Becker, Vinzenz Morger, and Lauren Hensley. “Feeling and Showing: A New Conceptualization of Dispositional Teacher Enthusiasm and its Relation to Students’ Interest.” Learning and Instruction 33 (2014): 29–38. doi:10.1016/j.learninstruc.2014.03.001.
   Web of Science ®Google Scholar
• Keller, Melanie M., Anita Woolfolk Hoy, Thomas Goetz, and Anne C. Frenzel. “Teacher Enthusiasm: Reviewing and Redefining a Complex Construct.” Educational Psychology Review 28, no. 4 (2016): 743–769. doi:10.1007/s10648-015-9354-y.
   Web of Science ®Google Scholar
• Kennedy, Mary. “Parsing the Practice of Teaching.” Journal of Teacher Education 67, no. 1 (2016): 6–17. doi:10.1177/0022487115614617.
   Web of Science ®Google Scholar
• Lindquist, David H. “Developing Holocaust Curricula: The Content Decision-Making Process.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 82, no. 1 (2008): 27–34. doi:10.3200/TCHS.82.1.27-34.
   Google Scholar
• Lindquist, David Ha. “Complicating Issues in Holocaust Education.” Journal of Social Studies Research 34, no. 1 (2010): 77–93.
   Google Scholar
• Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Thousand Oaks: Sage, 2014.
   Google Scholar
• Minsky Sender, Ruth. To Life. New York: Simon Pulse, 2000. (Original work published 1988).
   Google Scholar
• Minsky Sender, Ruth. The Cage: A Holocaust Memoir. New York: Simon Pulse, 2016. (Original work published 1986).
   Google Scholar
• Amy Morris. Witness: The Art of Samuel Bak. Altona, Manitoba: Friesens, Inc., 2019.
   Google Scholar
• Nowell, Shanedra D., and Naomi K. Poindexter. “Holocaust Education as a Path to Prepare Preservice Social Studies Teachers to be Social Justice Educators.” The Journal of Social Studies Research 43, no. 3 (2019): 285–298. doi:10.1016/j.jssr.2018.03.003.
   Google Scholar
• Pearce, Andy. “The Holocaust in the National Curriculum After 25 Years.” Holocaust Studies 23, no. 3 (2017): 231–262. doi:10.1080/17504902.2017.1296068.
   Google Scholar
• Pearce, Andy, and Arthur Chapman. “Holocaust Education 25 Years on Challenges, Issues, Opportunities.” Holocaust Studies 23, no. 3 (2017): 223–230. doi:10.1080/17504902.2017.1296082.
   Google Scholar
• Pennington, Lisa K. “Hello from the Other Side: Museum Educators’ Perspectives on Teaching the Holocaust.” Teacher Development 22, no. 5 (2018): 607–663. doi:10.1080/13664530.2018.1483419.
   Web of Science ®Google Scholar
• Priestley, Mark, Gert Biesta, and Sarah Robinson. “Teachers as ‘Agents of Change’: Teacher Agency and Emerging Models of Curriculum.” In Reinventing the Curriculum: New Trends in Curriculum Policy and Practice, edited by M. Priestley, and G. J. J. Biesta, 187–206. London: Bloomsbury Academic, 2013.
   Google Scholar
• Ragland, Rachel G., and Daniel Rosenstein. “Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois.” The Social Studies 105, no. 4 (2014): 175–183. doi:10.1080/00377996.2013.876384.
   Google Scholar
• Saldaña, Johnny. The Coding Manual for Qualitative Researchers. 4th ed. Thousand Oaks: Sage, 2021.
   Google Scholar
• Sayers, Esther. “Investigating the Impact of Contrasting Paradigms of Knowledge on the Emancipatory Aims of Gallery Programmes for Young People.” International Journal of Art & Design Education 30, no. 3 (2011): 409–422. doi:10.1111/j.1476-8070.2011.01720.x.
   Web of Science ®Google Scholar
• Schneider, Stephanie. “Representation of the Holocaust: Alternative Views.” Social Studies Research & Practice (Board of Trustees of the University of Alabama) 11, no. 2 (2016): 71–79.
   Google Scholar
• Schweber, Simone. “‘Holocaust Fatigue’ in Teaching Today.” Social Education 70, no. 1 (2006): 44–49.
   Google Scholar
• Smagorinsky, Peter. “The Method Section as Conceptual Epicenter in Constructing Social Science Research Reports.” Written Communication 25, no. 3 (2008): 389–411. doi:10.1177/0741088308317815.
   Web of Science ®Google Scholar
• Spiegelman, Art. Maus I: A Survivor’s Tale: My Father Bleeds History. New York: Pantheon, 1986.
   Google Scholar
• Spiegelman, Art. Maus II: A Survivor’s Tale: And Here My Troubles Began. New York: Pantheon, 1992.
   Google Scholar
• Stake, Robert E. Multiple Case Study Analysis. New York: The Guilford Press, 2006.
   Google Scholar
• Stanford History Education Group. Reading Like a Historian.
   Google Scholar
• Warren, Wendy Zagray, Sue Fletcher, and Rosie Sansalone. “Pathways to Justice: The Relevance of Holocaust Education in English Language Arts Classrooms.” Ohio Journal of English Language Arts 57, no. 1 (2017): 65–69.
   Google Scholar
• Wickam, Molly J. “Holocaust Curriculum Used by Christian English and Social Studies Teachers: An Exploratory Study.” Educational Research Quarterly 42, no. 4 (2019): 60–87.
   Google Scholar
• Wiesel, Elie. Dawn. New York: Hill and Wang, 2006a. (Original work published 1961).
   Google Scholar
• Wiesel, Elie. Day. New York: Hill and Wang, 2006b. (Original work published 1962).
   Google Scholar
• Wiesel, Elie. Night. New York: Hill and Wang, 2006c. (Original work published 1960).
   Google Scholar
• Wiesenthal, Simon. The Sunflower: On the Possibilities and Limits of Forgiveness. New York: Schocken, 1998. (Original work published 1970).
   Google Scholar
• Wineburg, Sam, Daisy Martin, and Chauncey Monte-Sano. Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. New York: Teachers College Press, 2019.
   Google Scholar
• Zembylas, Michalinos, Loizos Loukaidis, and Petroula Antoniou. “Teachers’ Pedagogical Perspectives of the Holocaust in a Conflict-Affected Society: The Appropriation of Holocaust Education in Greek-Cypriot Secondary Schools.” Holocaust Studies 26, no. 3 (2020): 329–353. doi:10.1080/17504902.2019.1594562.
   Google Scholar