Teaching About National Socialism and the Holocaust: Narrative Approaches to Holocaust Education

The article outlines a deficit in Holocaust education: The motives of the perpetrators and bystanders are often not dealt with. In order to explore these motives, interviews with former Nazis were conducted and evaluated in the Geschichte und Erinnerung (History and Memory) research project; two of the findings are presented here. Subsequently the question of how these findings can be applied in school teaching about National Socialism and the Holocaust is discussed. The author recommends teachers not to expose students to whole narrations of former Nazis, but to use brief excerpts from those narrations in order to develop an analysis of the Nazis’ motives. Ultimately, teaching about the topic of National Socialism and the Holocaust should be integrated with students’ own narrations, with their knowledge of the topic based on family stories, family secrets, and other sources.     

Didactising: Continuing the work of Leen Streefland

In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of using already established principles to design instruction, and vertical didactising the activity of developing new tools and principles for instructional design. The first case illustrates horizontal didactising by elaborating how the constructs chains of signification and models were used to design an instructional sequence involving linear growth. The second and third cases illustrate vertical didactising by developing argumentation analyses and generative listening, respectively, as instructional design tools. In the second case, argumentation analyses emerge as a tool that other designers can use to anticipate the quality of conversations that can occur as students engage in tasks prior to implementing the instructional sequence. The third case develops the notion of generative listening as a conceptual tool within the context of designing differential equations instruction to gain insights into what are, for students, experientially-real starting points that are mathematical in nature and to provide inspirations for revisions to instructional sequences. This revised version was published online in August 2006 with corrections to the Cover Date.     

Comparing State SAT Scores: Problems, Biases, and Corrections

Comparing SAT scores among states using regression analysis leads to biased results because states differ in the proportion of students taking the exam. When the proportion of students taking the exam is included in the regression equation, the results can be biased because of misspecifieation bias. A method intended to correct for selection bias is presented, and empirical results suggest that sample selection bias is present in SAT score regressions. Regression equations and state rankings are compared between the selection-corrected equation and equations for which the selection problem is not addressed. The proposed method is one of many available as possible solutions to the selection problem. Alternative methods may produce different results     

Dropouts in Swiss vocational education and the effect of training companies’ trainee selection methods

In the Swiss vocational education system, which is often called a ‘Dual System’, trainees enter into an apprenticeship contract with a training company. On average, 25% of those contracts are terminated prematurely (PCT). This article examines the relationship between training companies’ selection methods and PCTs. The investigation is based on a quantitative study with a cross-sectional design and on qualitative interviews. Trainers and operations managers (N = 335) of Swiss training companies for cooks and painters were surveyed. Half of the companies have been affected by a PCT in the past and the other half have not. The findings indicate that a certain amount of the explained variance between companies with and without reported PCTs can be explained by the companies’ selection process. Companies that were affected by a PCT use a job interview and a company visit significantly less often in their selection process than companies without a PCT.     

Advanced Linear Algebra: A Call for the Early Introduction of Complex Numbers

Abstract

A second course in linear algebra that goes beyond the traditional lower-level curriculum is increasingly important for students of the mathematical sciences. Although many applications involve only real numbers, a solid understanding of complex arithmetic often sheds significant light. Many instructors are unaware of the opportunities afforded by the early introduction of complex arithmetic. Most elementary properties of complex numbers have immediate matrix analogues and many important theorems can be deduced, or at least postulated, from the basics of complex arithmetic alone.     

Approaching Cauchy’s Theorem

Abstract

We hope to initiate a discussion about various methods for introducing Cauchy’s Theorem. Although Cauchy’s Theorem is the fundamental theorem upon which complex analysis is based, there is no “standard approach.” The appropriate choice depends upon the prerequisites for the course and the level of rigor intended. Common methods include Green’s Theorem, Goursat’s Lemma, Leibniz’ Rule, and homotopy theory, each of which has its positives and negatives.     

Optimal presentation of graphic organizers and text: A case for large bites?

In three experiments, we investigated the optimal presentation of graphic organizers (GOs) and text by having undergraduates read a chapter-length text in its entirety, a few pages at a time, or a few sentences at a time, before or after viewing seven GOs in their entirety (large bites), one at a time (small bites), or one cell at a time (animated). Large bites were better than small bites for learning concept relations and applying that knowledge, and for recalling macropropositions when the GOs were presented before text. Animated GOs offered no advantages over the large-bites GOs at first presentation and considerably extended total study time. Presenting several GOs first, followed by the entire text, appears to be optimal in directing students’ attention to across-chapter relations in text.     

An Empirical Assessment of Interdisciplinarity: Perspectives from Graduate Students and Program Administrators

Interdisciplinarity is heralded as a relatively new educational and research paradigm that can effectively address complex problems at disciplinary boundaries. Yet little is known about the extent to which interdisciplinarity has penetrated higher education, nor about how students and program administrators view its usefulness. Through a case study of one field, urban planning, we assessed the extent to which graduate students and program administrators understand and support interdisciplinarity in the departments. We also assessed the extent to which specific factors might affect levels of support. Our survey results suggest differing attitudes between students and administrators and diverse opinions as to whether interdisciplinarity provides a practicable approach to addressing societal challenges. We offer a model for fostering interdisciplinarity and developing empirical evaluations of programs.