This study answers the question of what meanings teacher-participants make in Holocaust professional development at a Jewish heritage museum in a mandate state. By understanding these meanings, the educational community can better understand how a particular context and approach influences teacher meaning-making and the ways in which museum teacher education programs shape the learning of participants. Meaning-making is a process of interpretation and understanding experiences in ways that make sense to each individual teacher. Meanings that are formed may impact teachers' pedagogic interpretation of the Holocaust, which may in turn shape their instructional practices. This instrumental case study used multiple interviews, observations, surveys and documents to explore the meanings teachers make about the Holocaust from participation in Holocaust professional development at a Jewish heritage museum. Participants in the study included nine teachers from public schools and private Jewish schools and two professional developers from the Museum. Each participant was interviewed three times, and six different professional development programs were observed over a period of six months. Programs typically lasted from one to six days and included a presentation by museum staff, Holocaust experts, and survivors. At any museum, each representation of the Holocaust conveys particular messages and mediates Holocaust history through a particular lens. This study reveals insights about how intended aims are interpreted in Holocaust professional development. Three categories emerged of meanings teachers made, namely (1) the hopeful narrative, (2) identity, and (3) the emotional narrative of the Holocaust. This study contributes to the larger field of professional development by partially filling in an area of missing scholarship on Holocaust professional development. Findings from this study may be used to plan future professional development programs on the Holocaust, as well as on other topics, through a deeper understanding of the meanings teachers make of multiple programs at one site.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

No description available.

No description available.

"The purpose of this study is to compile a graded, annotated list of library materials in the area of personal and social development (1) which meet established criteria for selection of children's materials and (2) which can be recommended to teachers of elementary social studies in the State of Florida. In connection with the development of this list, an analysis has been made of materials available for evaluation. This analysis was made to determine the adequacy of library materials related to each continuing strand in Area I of the social studies program and to discover where production of additional materials is badly needed. Only the materials listed in current selection aids were considered for inclusion in the bibliography of library materials developed through this study"--Introduction. / Typescript. / "January, 1960." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Sara Krentzman Srygley, Professor Directing Study. / Includes bibliographical references (leaves 152-156).

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This research was motivated by introduction of the topic of evolution in the Grade 12 curriculum in South African schools in 2008. Overseas research shows that evolution is a very controversial topic to teach, raising serious concerns for teachers. The need for appropriate professional development was urgent, but many Life Sciences had been dissatisfied with government workshops they had attended in preparation for the new curriculum. Furthermore, the teachers were sceptical about their ability to explain the theory of evolution because they did not have adequate content knowledge to teach the subject. Curriculum change theory dealing with „stages of concern‟ suggests that teachers implementing a new curriculum move through a series types of concern, and that if their initial concerns are not addressed teachers will be slow to move on to more task-related matters. This study aimed to identify the early concerns and needs of teachers who had to teach evolution for the first time in a new Life Sciences school curriculum, in order to provide crucial information for service providers who have to design appropriate support workshops. Data were gathered using seven activity-based questionnaires, from a convenience sample of two groups of teachers (n = 45 and n = 74) from various districts in Gauteng, attending 2007 and 2008 in-service training workshops on the teaching of evolution. The data were analyzed using open coding and frequency counts. The data revealed that teachers had concerns on different levels, the majority of concerns identified being „self-concerns‟ dealing with personal worries and need for information. Late concerns were less prevalent. A further analysis of self-assessed knowledge levels of teachers as well as actual levels (based on definitions of biological evolution provided by the teachers and results of an evolution quiz designed to diagnose possible misconceptions) was done. The data showed that the knowledge of most teachers was poor, and that many teachers over-estimated the adequacy of their own knowledge. This information is useful for the teachers themselves, curriculum developers and those involved in professional development.

A research report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Masters of Science. Johannesburg, March 2017. / Images in human evolution play a pivotal role in helping learners understand the nature and characteristics of early humans which are central to understanding human ancestry and identity. These images, like any sign systems, were created from a particular perspective and are prone to have multiple interpretations depending on the ideological and cultural disposition of both the creator and the reader. Therefore, there is a potential that unintended meanings and associations with the representations could propagate misconceptions about human evolution. This study aims to investigate how Grade 12 Life Sciences textbooks portray human evolution through the use of a semiotic analysis based on Barthes’ (1977) semiotic theory. Through conducting my analysis, I found out that multiple modes of representation were used to portray human evolution. I also found that the degree of accuracy varied with graphs being the most accurate in comparison to other modes of representations. Furthermore, some images latently communicate race and gender related biases as well as the idea that apes are ancestors of human beings. The implications of this study are that there is need to make Life Sciences teachers more aware of the multiple meanings associated with images of human evolution so that they can articulate the multiple meanings of these images. Furthermore, there is a need for further study regarding how teachers and learners interpret the meanings associated with human evolution images with an aim of revising them if need be so as to enhance learning of the relevant concepts about the broader concept of human evolution. / LG2017

Yeung Kam-chuen Anthony. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 137-144. / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iv / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.xiii / CHAPTER / Chapter 1. --- Introduction --- p.1 / Context of the study problem --- p.1 / Statement of the Problem --- p.3 / Significance of the Study --- p.4 / Chapter 2. --- Review of Literature --- p.8 / From Concept Formation to Problem Solving --- p.8 / About Problem Solving --- p.12 / Information-processing Theory of Human Problem Solving --- p.16 / The Nature of Social Science Problems --- p.28 / Domain-specific Knowledge in Social Science Problem Solving --- p.31 / Social Science Problem Solving Strategies --- p.38 / Chapter 3. --- The Social Science Problem-solving Model --- p.40 / Early Development of the Social Science Problem-solving Model --- p.40 / The Problem-solving- reasoning Model --- p.41 / Chapter 4. --- Research Design --- p.48 / Statement of Hypotheses --- p.48 / Operational Definitions of Variables --- p.52 / Subjects --- p.57 / Instruments --- p.62 / Procedures --- p.71 / Chapter 5. --- Results and Discussion --- p.78 / Statistical Analysis of Data --- p.79 / Qualitative Analysis of Data --- p.108 / Discussion --- p.119 / Chapter 6. --- Conclusions and Recommendations --- p.130 / Conclusions --- p.130 / Implications --- p.132 / Limitations --- p.135 / Recommendations --- p.136 / BIBLIOGRAPHY --- p.137 / APPENDIX / Chapter 1. --- The Knowledge Test --- p.145 / Chapter 2. --- "The ""Locating a Ball Pen Factory"" Problem" --- p.150 / Chapter 3. --- "The ""Locating an Oil Refinery"" Problem" --- p.153