170,199 research outputs found

    Creative Connections: Teaching and Learning in Museums and Galleries

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    Never again!: how the lessons from Auschwitz project impacts on schools in Scotland

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    As the education for citizenship agenda continues to impact on schools in Scotland, and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government organising its Lessons From Auschwitz Project for Scottish students and teachers until 2011, this study aimed to investigate the school processes by which students were chosen to participate in the Lessons From Auschwitz (LFA) project; examine student and teacher perceptions of the LFA Project; investigate the impact the LFA Project has on student citizenship values and on their schools and communities; and investigate the impact the LFA Project has on teachers

    United Kingdom Country Report 2010: Task Force for International Cooperation on Holocaust Education, Remembrance and Research

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    The United Kingdom first submitted its Holocaust Education Country Report to the Task Force for International Cooperation on Holocaust Education, Remembrance and Research (ITF) in March 2006. At that point, the report reflected the best available information on teaching and learning about the Holocaust in UK universities and schools. However, in September 2009 an extensive empirical investigation of Holocaust education in England’s state maintained secondary schools was published by the Institute of Education (IOE), University of London. The publication of the report – which drew upon survey responses from 2,108 teachers across England and interview accounts from 68 teachers visited at 24 different schools – offered an invaluable opportunity to build upon and, where appropriate, revise the UK’s original submission. Consultations were held with representatives from each of the key Holocaust education organisations currently working in the UK (as detailed in Appendix 1) and additional research exercises were conducted as referred to throughout the report. This revision is not intended as the final say on Holocaust education in the UK. On the contrary, we recognise that practice in our schools and universities, and the popular understandings and policy landscapes which frame practice, are constantly changing. As we write at the close of 2010, the Government’s plans for education reform are a lot clearer after the recent publication of the White Paper, The Importance of Teaching, but there still remains some uncertainty about the impact of the recent change in national government at Westminster. For example, the English National Curriculum will be reviewed. The Government intend to restore the National Curriculum to its original purpose - a core national entitlement organised around subject disciplines. The development of subject knowledge will be central to the revised curriculum, and details of the review will be announced in the near future. The Government have stated that they would certainly expect any future programme of study for history to continue to include Holocaust education. Our resubmission is intended therefore to reflect the UK delegation’s commitment to critical reflection and reporting to the international community as an ongoing activity

    Creative Connections: working with teachers to use museums and galleries as a learning resource

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    Can Children’s Museums Deliver Effective Health Outreach?: Evaluation Results of the HealthWorks! Be A Food Groupie Program for Elementary Students

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    Objectives: We evaluated the Be A Food Groupie (BAFG) program’s impact on health/nutrition knowledge among elementary students who received BAFG at HealthWorks! children’s museum. Methods: In 2012-2013, we conducted a matched comparison evaluation using pre-/post-tests among 446 intervention and 524 comparison students (N = 970) in Grades 3-5 recruited from 11 Mississippi schools to determine whether BAFG improved health/nutrition knowledge across three domains: 1) comprehending food labels, 2) understanding serving sizes, 3) understanding food groups. Results: After controlling for pre-test scores, ANCOVA results indicate that intervention students scored significantly higher on the post-test across all three domains and across all three grades as compared to comparison students. Third-grade intervention students had significantly higher post-test scores overall than their comparison counterparts, F (1,288) = 52.02, p \u3c .001, h2 = .153. Fourth-grade intervention students had significantly higher post-test scores overall than their comparison counterparts, F (1,373) = 58.52, p \u3c .001, h2 = .136. Fifth-grade intervention students had significantly higher post-test scores overall than their comparison counterparts, F (1,300) = 151.71, p \u3c .001, h2 = .336. Conclusion: BAFG results support the argument that interactive health/nutrition education programs at children’s museums can positively impact children’s health knowledge and, therefore, can support learning beyond the school setting. When children’s museums and schools collaborate to develop long-term partnerships to enhance children’s learning experiences that—like BAFG—meet state-mandated requirements, programmatic impacts can be further augmented. Children’s museums can provide supplemental health-related education—including obesity prevention information—that can be reinforced at school, home, and in the community

    Converting Family Into Fans: How the Comtemporary Jewish Museum Expanded Its Reach

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    The last in a series of 10 case studies explores how The Contemporary Jewish Museum in SanFrancisco worked to attract families of all backgrounds and build the next generation of museum supporters. It describes how the museum convened focus groups to better understand the needs of families with young children, designed programs and exhibitions to meet those needs, offered family discounts and entered into community partnerships to build awareness of the museum's offerings.Although The Contemporary Jewish Museum sought to attract families, it did not want to become a children's museum. It therefore took extra efforts to balance the needs of children and adults. It worked to manage parents' expectations, created spaces for children to work on activities and trained its staff to draw families to areas most appropriate for children.These efforts resulted in a nearly nine-fold increase in family visitors over seven years, the report finds. Authors suggest that the museum's successes relied in part on a nuanced understanding of its target audiences, mutually beneficial partnerships with schools and libraries and careful evaluation and refinement of engagement strategies.

    Seeing the world today from a different viewpoint: the impact of the lessons from Auschwitz project on schools in Scotland

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    Auschwitz remains the epitome of inhumanity and barbarism. In 2007, the Holocaust Educational Trust organised the first Lessons from Auschwitz (LFA) project for Scottish schools. Its participants were two plane-loads of Scottish pupils and teachers from 31 local authorities - typically two pupils from a school accompanied by a teacher. This research, funded by the Holocaust Educational Trust and the Pears Foundation, involved these participants being invited to complete an online questionnaire with selected follow-up interviews. The aims were to evaluate the LFA project and provide insight into the impact this project had on individuals, schools and communities. This paper will report on: Student evaluation of the LFA project; The impact of the LFA project on individuals, schools and local communities; Conclusions as to the value of the LFA project in Scotland

    Nurturing Talent HE STEM Project Report

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    This is the final report outlining the findings of our evaluation of a Widening Participation initiative involving young members of the Somali community in Brent, London

    Education for Victory: An Analysis of Social Studies Education in American Secondary Schools during World War II

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    Secondary schools during World War II were viewed as a vital component of the war effort on the home front. The nation’s youth were seen as important potential contributors to the war effort, and were educated as such. The atmosphere of total war especially affected social studies classes at this level. An analysis of contemporary educational journals and supplementary teaching materials reveals that secondary school students were virtually indoctrinated with democratic and patriotic values in their social studies classes in wartime schools. Social studies classes thus functioned as a route through which students could be encouraged to participate in the war effort. They were also a far-reaching system that attempted to unify the nation’s youth in support of the war
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