Curriculum and the Holocaust: Competing Sites of Memory and *Representation.

Curriculum theory is a call to understanding. My call as a curriculum theorist is to attempt to understand work around the Holocaust. This study examines the ways in which the Holocaust gets represented in texts written by historians as well as texts written by novelists. I argue that memory is the larger category under which history is subsumed; history is the systematization of memory. Although historians draw on archives and are constrained by their discipline, nevertheless they operate out of their own memories. Psychological transference, repression, denial, projection and reversal shape historians\u27 memories and therefore determine, to a certain extent, what gets represented in the first place. Novels around historical events are also forms of memory. Like the craft of doing history, novel writing is a kind of systematization of memory. Writers organize, select and narrate. Novel writing, however, is not reducible to memory; since writers, even if drawing on their own memories, are constrained by the narrative form. For both historians and novelists, personal memories function out of sites of psychological transference, repression, denial, projection and reversal and may therefore determine the ways in which writers construct the past. When educators attempt to grapple with competing memories and representations of the Holocaust, they might do so under what I call the sign of a dystopic curriculum. A dystopic curriculum is one that brings into awareness the ways in which transference relations with texts influence what it is that historians and novelists write about, as well as influence researchers\u27 responses to what I call difficult memory texts such as the Holocaust. Understanding the Holocaust is therefore ambivalent and must remain open to tentative interpretations

Teacher and Principal Beliefs About Principal Leadership Behavior

The purpose of this study was to examine whether or not there is a difference between teacher and principal beliefs about principal leadership behavior using a 360- degree evaluation tool. The study also examined whether the difference between teacher and principal beliefs was related to the status of a school relative to the state growth target each school was expected to meet. The study also examined the effects of gender of administrator, number of years of administrator experience, and the performance status of the school that could be discerned through the use of a 360-degree evaluation tool. Significant research points to the connection between student achievement and the degree to which school leaders practice transformational leadership behaviors. Discrepancies exist between teachers’ and principals’ perceptions of the actual leadership behaviors displayed. Using a 360-degree evaluation instrument provided principals with feedback from teachers and strategies to increase transformational leadership behaviors, which have been shown to increase student performance and the likelihood of achieving adequate yearly progress in schools. The project was conducted in three months and involved 34 principal surveys and 238 teacher surveys from 18 districts across the state of Louisiana. Descriptive statistics and t tests were used to assess whether or not a statistically significant difference existed between principal and teacher beliefs about principal leadership behaviors in the leadership domains of employee development, commitment, and the workplace. The effects of independent variables of gender of administrator, administrator years of experience, and performance status of schools were also examined through independent t tests. The study showed that a statistically significant difference between principal and teacher beliefs about principal leadership behavior existed in the leadership domain of commitment. The study did not find a statistically significant difference between principal and teacher beliefs about principal leadership behavior in the leadership domains of employee development or the workplace. In addition, there were no statistically significant differences in the effects of gender of administrator, administrator years of experience, or performance status of the school

Color Science and the Visual Arts: A Guide for Conservators, Curators, and the Curious

Review of Color Science and the Visual Arts: A Guide for Conservators, Curators, and the Curious, Reviewed November 2016 by Beth Morris, Assistant Librarian, Reference Library and Archives, Yale Center for British Art, [email protected]

Art and Identity at the Water's Edge

Book Review of Art and Identity at the Water's Edge by Tricia Cusack, editor. Reviewed by Beth Morris

Designing Wildlife Habitats

Book Review of Designing Wildlife Habitats by John Beardsley, editor. Reviewed by Beth Morris

The History of the Mexican Contract Labor Program, 1942-1966

This thesis examines the history of the Mexican contract labor program from the World War II program in 1942 to the post-bracero era in 1964-66

Improving Social Interactions Between Learning Disabled Adolescents and Teachers: A Child Effects Approach

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.This study investigated whether LD adolescents could be taught to change their classroom behavior in ways that would effect how their teachers treated them and whether they could be taught to generalize positive changes in their interactions with teachers. Six LD junior high students were taught three social skills: initiating positive interactions, responding to requests, and recruiting attention for individual help. The students were successful in learning the social skills in the training session; however, they did not exhibit these skills on a consistent basis in their classroom. Teachers perceived the subjects' classroom behavior as more appropriate

Interactions Between Teachers and Learning Disabled and Non-Learning Disabled Adolescents

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.A number of recent studies with learning disabled children have suggested that they may have poor social skills; however, research with LD adolescents in school settings has reported few differences in LD and non-LD student-teacher interactions . In this study, an observational measurement system was used to examine interactions of LD students and their teachers and to compare these interactions with those of their normal peers . The students' perceptions of their classroom interactions were also assessed. No significant differences between LD student-teacher and NLD student-teacher interactions were observed . In addition, LD and NLD students exhibited similar perceptions of their interactions with their teachers