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“We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence Год публикации: 2008 Автор: Thomas Misco This research study seeks to understand the current state of Holocaust education in Romanian classrooms and the variety of forces that influence its treatment. By identifying obstacles, challenges, and successes, this study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given the wide range of possible influences on Holocaust instruction, this study employs ethnographic methods to seek out constructed meanings among students, teachers, subject matter, and numerous forces within the milieu. The findings reveal some promise for addressing this history in schools, including teacher autonomy, institutional support, and teacher trainings. Yet Romania faces a number of challenges, such as the legacy of communism, the role of Antonescu in the curriculum, few opportunities to address controversies, limited instructional time, and other institutional and community forces. Holocaust education is a relatively new phenomenon in Romania and understanding its evolution can inform other societies and cultures that are working to introduce Holocaust studies or controversial issues into their curricula. As more post-Soviet and post-communist states attempt to build pluralistic, tolerant and open-minded societies, their treatment of historical silences and the renegotiation of their past become critical features for the development of democratic citizens. (By the author) 
"Nobody Told Us about What Happened": The Current State of Holocaust Education in Romania This research study sought to understand the current state of Holocaust education in Romanian classrooms and how sociocultural and institutional forces influence its treatment. By identifying the obstacles, challenges, and successes of Holocaust education in Romania, this study can both disseminate the techniques and conditions that bring about meaningful Holocaust education and provide a generative knowledge base for curriculum proposals, symposia and other initiatives that seek to disrupt reticence on this topic. Given their recent accession to the European Union, this is a timely study that also examines Romania's educational efforts concerning the development of democratic skills and dispositions, many of which often result from addressing controversial topics and closed areas, including the Holocaust in Romania. Holocaust education is a relatively new phenomenon in Romania and studying its inception can offer insights for other societies and cultures that are working to introduce Holocaust or controversial issues into their middle and high school curricula. As more post-Soviet and post-communist states attempt to build pluralistic, tolerant, and open-minded societies their treatment of historical silences and the renegotiation of their past become critical features for the development of democratic citizens. Holocaust education is well-qualified to meet the demands of citizenship education as it helps to promote tolerant societies free from prejudice, racism and bigotry, while simultaneously promoting the inclusivity of others, justice-oriented dispositions and commitments to peace (Salmons, 2003). (By the author) The Construction of the American Holocaust Curriculum Remembering the Holocaust has become a central part of American culture. The Holocaust has also become an important topic in the nation's schools. By the 1990s many states had adopted or mandated their own Holocaust curricula in addition to the dozens of organizations dedicated to Holocaust study and education in the United States. This rise in interest was accompanied by a public debate over how to represent the Holocaust properly in American life, making the Holocaust one of the most controversial historical topics of the late twentieth century. This study traced the construction of the Holocaust curriculum through historical case studies of five of the first Holocaust curricula taught in American classrooms, through which I present two major arguments. First, that Holocaust education was a grassroots movement engineered by school teachers ‒ many of whom were not Jewish. These teachers introduced the Holocaust as way to help students navigate the moral and ethical dilemmas of the time. Certain researchers have suggested that Jewish elites pushed the Holocaust into the American consciousness, or that this interest was initiated by events in popular culture. My research will complicate both these claims. My second argument is that the intense debate over how to represent the Holocaust in the curriculum has been misinterpreted as a cultural clash over different interpretations of the event ‒ the Jewish version vs. the "Americanized" one. This explanation is too simplistic. The controversy is better understood as a curricular debate over the teaching of history. For nearly a century, educational researchers, interest groups, and historians have argued over the role and purpose of history in the schools. Having entered into this debate, the topic of the Holocaust has made these issues more conspicuous to the general public. (By the author) Developing Holocaust Curricula: The Content Decision-Making Process The content decision-making process involved in developing Holocaust curricula is unusually complex and problematic. Educators must consider factors such as historical accuracy, selection of topics covered, potential teaching materials (such as textbooks and literary texts), and graphic materials (such as films and photographs) as they plan their Holocaust units. Judiciously considered decisions regarding these factors allow teachers to present accurate, appropriate and meaningful units on the subject, thus conveying the story of the Holocaust in ways that are pedagogically sound and historically viable. Accordingly, the author does not focus on the content to be included in a Holocaust unit but rather considers several factors important to selecting that content. (By the author) Teaching the Shoah in History Classes in Israeli High Schools The Shoah is the only subject in the school curriculum that is anchored in the 1980 Compulsory State Educational Law, and is therefore an important integral part in the school history curriculum. Since the Shoah is part of the Israeli collective memory and has a substantial presence in its public discourse, it has been a didactic challenge for the composers of the curricula. This article examines the teaching of a curriculum set in 2000 to implement a new educational policy that emphasizes acquiring knowledge, disciplinary skills, and historical concepts rather than values and sentiments. It looks into teaching itself by studying official and unofficial textbooks, exams, and summaries in four subjects: central themes in former curricula (armed resistance, steadfastness, ghettos, and the participants), new themes in historical research (work, regional studies, the "other"), integration of Jewish and general history, and academic skills (processes, documents). (By the author) “What Happened to Their Pets?”: Third Graders Encounter the Holocaust Though widely believed to contain moral lessons of import for audiences of all ages, the Holocaust is often considered too complex, too appalling, too impenetrable, or too emotionally disturbing a subject to be taught to young children, even if taught only in its most “preparatory version,” to use Jerome Bruner’s famous phrasing. The subject matter, after all, deals at its core with human brutality, barbarous indifference, and industrialized mass murder. Nonetheless, a burgeoning market in materials designed to expose young children to the Holocaust implies that students are learning about the topic in earlier and earlier grades, a phenomenon that may be referred to as “curricular creep.” Such a trend raises the question of whether students should be exposed, purposefully and formally, to the horrors of the Holocaust, or, conversely, whether curricular creep should be somehow corralled. Although authors have weighed in on the ethics of Holocaust education, its history, practices, and materials, few have discussed its rightful place in the elementary school curriculum. Fewer still have empirically examined what the Holocaust looks like when taught to a young audience. (By the author) Una reflexión sobre la importancia de la enseñanza de la shoá en Argentina This paper intends to share some dilemmas encountered when drafting a bill for the incorporation of the Holocaust - Shoah in the content of school curricula in the province of Buenos Aires. (By the author) 
Sharing Malaysian experience in participation of girls in STEM education Год публикации: 2016 Организация-автор: UNESCO International Bureau of Education (IBE) The Malaysia government has placed STEM as a focus in developing the country towards achieving the status of a developed nation. The government acknowledges the role of women as equal partners in nation building. Thus, various policies ranging from economy, education, women’s welfare and human resources have been formulated through the years. These policies have resulted in among others, the increase in women researchers from 35.8% in 2004 to 49.9% in 2012 as well as more women’s participation in selected STEM courses at the tertiary level. A total of 84 girls’ day schools with 6 of them as residential STEM Girls’ schools have been built since 1939. There are many female role models in STEM for the girls to emulate. This has been made possible by the successful implementation of the various policies related to women in STEM as well as innovative measures in facing the continuing challenges in STEM education. 
Research on National Curriculum Standards and Framework Год публикации: 2001 Автор: Cui Yunkuo This article is devoted to explaining the nature and framework of the national curriculum standards and the presentation techniques of the curriculum objectives. First, this article discusses the nature of the curriculum standard, describing the prescriptiveness of the curriculum standards, and then discussed the normative presentation of the curriculum standard framework. It also provides the framework of the first national curriculum standards in China and finally explains the presentation techniques of the course objectives, as well as the level of learning and behavioral verbs. 国家课程标准与框架的解读 Год публикации: 2001 Автор: Cui Yunkuo 本文致力于阐释国家课程标准的性质、框架和课程目标的陈述技术。首先，探讨了课程标准的性质，对于课程标准的规定性作了描述。然后讨论了课程标准框架的规范性陈述方式，并提供了我国第一个国家课程标准的框架。最后阐述了课程目标的陈述技术，以及学习水平与行为动词等问题。