Magdalena H Gross
Biographic Data
| ID | 5788111 |
|---|---|
| NAME | Magdalena H Gross |
| GIVEN NAMES | Magdalena H |
| FAMILY NAME | Gross |
| SIGNATURE | GROSS M H |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Students’ Understanding of the History of Enslavement in America
Students in the United States learn about the history of enslavement throughout their educational experiences. Yet our understanding of what students from different racial, ethnic, and gender backgrounds know about this difficult period in American history is limited. In this study, we use mixed methods to examine written narratives of students’ understanding of the history of enslavement in the United States. As a whole, narratives about enslave…
Teaching and Learning the Difficult Past
No longer estranged
Here, the author analyzes how Polish teachers confront a traumatic hidden wartime history of the Holocaust. In this exploratory study, the author analyzes interviews, field notes, and survey responses by 60 teachers who participated in a Holocaust preparation program in Poland during the summer of 2010. The article presents and discusses data using the theoretical perspectives of Halbwachs and Felman to make sense of what the teachers presented. …
Learning from survivors
This article presents findings from an exploratory study of the impact that one educational program had on public and private school participants from high schools on the west coast of the United States of America. Students interacted with Holocaust survivors and created cultural products in the form of short films relating to present-day events. Students transferred what they learned about the past into a message about the present. This article …
Encountering the past in the present
Walls That Teach
To teach the Holocaust in Poland
This article highlights the role of teachers in confronting traumatic, hidden wartime histories in communities traumatized by them. The study illuminates patterns based on field observations, emails, and surveys of 60 teachers who participated in a Holocaust teacher preparation program in Poland during the summer of 2010. The teachers surveyed were motivated to teach the Holocaust out of a personal or familial need, a sense of personal duty, and …
Reclaiming the Nation
In the autumn of 1939, Poland was invaded and divided in half by the Third Reich and the Soviet Union. Nazi Germany took over western Poland, while the U.S.S.R. took over the southeast. The Soviet invasion of eastern Poland on September 17, 1939, pursuant to provisions of the secret protocol of the Ribbentrop-Molotov Pact, came as a complete surprise to Poland's thirteen million residents and to diplomats around the world. In the months that foll…
To teach the Holocaust in Poland
This article highlights the role of teachers in confronting traumatic, hidden wartime histories in communities traumatized by them. The study illuminates patterns based on field observations, emails, and surveys of 60 teachers who participated in a Holocaust teacher preparation program in Poland during the summer of 2010. The teachers surveyed were motivated to teach the Holocaust out of a personal or familial need, a sense of personal duty, and …
No longer estranged
Here, the author analyzes how Polish teachers confront a traumatic hidden wartime history of the Holocaust. In this exploratory study, the author analyzes interviews, field notes, and survey responses by 60 teachers who participated in a Holocaust preparation program in Poland during the summer of 2010. The article presents and discusses data using the theoretical perspectives of Halbwachs and Felman to make sense of what the teachers presented. …
Students’ Understanding of the History of Enslavement in America
Students in the United States learn about the history of enslavement throughout their educational experiences. Yet our understanding of what students from different racial, ethnic, and gender backgrounds know about this difficult period in American history is limited. In this study, we use mixed methods to examine written narratives of students’ understanding of the history of enslavement in the United States. As a whole, narratives about enslave…
Encountering the past in the present
Learning from survivors
This article presents findings from an exploratory study of the impact that one educational program had on public and private school participants from high schools on the west coast of the United States of America. Students interacted with Holocaust survivors and created cultural products in the form of short films relating to present-day events. Students transferred what they learned about the past into a message about the present. This article …
To teach the Holocaust in Poland
This article highlights the role of teachers in confronting traumatic, hidden wartime histories in communities traumatized by them. The study illuminates patterns based on field observations, emails, and surveys of 60 teachers who participated in a Holocaust teacher preparation program in Poland during the summer of 2010. The teachers surveyed were motivated to teach the Holocaust out of a personal or familial need, a sense of personal duty, and …
Reclaiming the Nation
In the autumn of 1939, Poland was invaded and divided in half by the Third Reich and the Soviet Union. Nazi Germany took over western Poland, while the U.S.S.R. took over the southeast. The Soviet invasion of eastern Poland on September 17, 1939, pursuant to provisions of the secret protocol of the Ribbentrop-Molotov Pact, came as a complete surprise to Poland's thirteen million residents and to diplomats around the world. In the months that foll…
Walls That Teach
No longer estranged
Here, the author analyzes how Polish teachers confront a traumatic hidden wartime history of the Holocaust. In this exploratory study, the author analyzes interviews, field notes, and survey responses by 60 teachers who participated in a Holocaust preparation program in Poland during the summer of 2010. The article presents and discusses data using the theoretical perspectives of Halbwachs and Felman to make sense of what the teachers presented. …
Learning from survivors
This article presents findings from an exploratory study of the impact that one educational program had on public and private school participants from high schools on the west coast of the United States of America. Students interacted with Holocaust survivors and created cultural products in the form of short films relating to present-day events. Students transferred what they learned about the past into a message about the present. This article …
Encountering the past in the present
Teaching and Learning the Difficult Past
Students’ Understanding of the History of Enslavement in America
Students in the United States learn about the history of enslavement throughout their educational experiences. Yet our understanding of what students from different racial, ethnic, and gender backgrounds know about this difficult period in American history is limited. In this study, we use mixed methods to examine written narratives of students’ understanding of the history of enslavement in the United States. As a whole, narratives about enslave…
Psychology (7 works) · Educator Training and Historical Pedagogy (6 works) · Pedagogy (6 works) · Sociology (6 works) · Law (4 works) · Law (4 works) · Political science (4 works) · Anthropology (3 works) · Ethnic group (3 works) · Mathematics education (3 works)