Teaching, Learning, and the Holocaust: An Integrative Approach - Scholarship of Teaching and Learning (Hardback)
  • Teaching, Learning, and the Holocaust: An Integrative Approach - Scholarship of Teaching and Learning (Hardback)
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Teaching, Learning, and the Holocaust: An Integrative Approach - Scholarship of Teaching and Learning (Hardback)

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£33.00
Hardback 144 Pages / Published: 01/01/2014
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Classroom study of the Holocaust evokes strong emotions in teachers and students. Teaching, Learning, and the Holocaust assesses challenges and approaches to teaching about the Holocaust through history and literature. Howard Tinberg and Ronald Weisberger apply methods and insights of the Scholarship of Teaching and Learning to examine issues in interdisciplinary teaching, with a focus on the community college setting. They discuss student learning and teacher effectiveness and offer guidance for teaching courses on the Holocaust, with relevance for other contexts involving trauma and atrocity.

Publisher: Indiana University Press
ISBN: 9780253011329
Number of pages: 144
Weight: 367 g
Dimensions: 229 x 152 x 13 mm


MEDIA REVIEWS

This is a book that I will unhesitatingly recommend to all teachers interested in pushing disciplinary boundaries and enhancing students' learning perspective through integrating multiple viewpoints. This is a journey worth taking. 2.2 2014

* Teaching and Learning Inquiry *

It is indeed a pleasure to recommend this book to professors who want to learn how to initiate and design a Holocaust course at the community college level.

* The Jewish Voice *

Howard Tinberg and Ronald Weisberger have given us a wonderful book that documents their journey in teaching the Shoah through merging the perspectives of literature and history. . . I recommend this book to all colleagues who wish to have a close look at how collaborative teaching can be a successful, albeit challenging enterprise.June 2014

* Asian Journal Scholarship Teaching and Learning *

Tinberg and Weisberger's pedagogical journey is a refreshing account of ways to model methods and habits, to encourage students to transfer those methods and habits to new domains and situations, to create opportunities for integrative learning, to foster both the affective and critical response, and to teach and write with colleagues outside one's discipline and area of expertise. Their humble approach is inspiring, their research exemplary.

* Impact *

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