Deborah Michaels | Grinnell College (original) (raw)

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Papers by Deborah Michaels

Research paper thumbnail of Editorial Introduction the Continuing Struggle Over the Meanings of the Shoah in Europe Culture Agency and the Appropriation of Holocaust Education

Informa UK Limited, Oct 1, 2012

Research paper thumbnail of Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Intercultural Education, 2013

Research paper thumbnail of Holocaust education in the ‘Black Hole of Europe’: Slovakia’s identity politics and history textbooks pre- and post-1989

Intercultural Education, 2013

Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra... more Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra-national legitimation. Principles of national self-determination, minority rights, and political ideologies inform and lend credence to how Slovaks’ national and state identities are narrated in Slovak history textbooks. For small nation-states with limited economic and military power, such as Slovakia, tapping into these discourses is critical to the state’s survival as they signal belonging to larger entities – whether that be the Soviet bloc, the European Union, or more obtusely ‘the West’ – and thus help to forge alliances with more powerful states. However, actors in these same nation-states can be adept at reimagining these international discourses to meet their own national agendas. Through an analysis of secondary-school textbooks published before and after the fall of state socialism, this article evidences how these competing discourses interact to alternately advocate for, obstruct, and complicate the narration of the Holocaust across time and regime change in Slovak schools.

Research paper thumbnail of Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005

vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where... more vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where I was ecstatic to find other education researchers working beyond the borders of the US education system. Doyle and I co-authored an article that appeared in the Journal of Curriculum Studies, v. 41 in 2009; my contribution to this article came largely from drafts of Chapter Five of my dissertation. I thank Doyle and the editors of the special issue for their valuable input into that chapter.

Research paper thumbnail of Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005

vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where... more vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where I was ecstatic to find other education researchers working beyond the borders of the US education system. Doyle and I co-authored an article that appeared in the Journal of Curriculum Studies, v. 41 in 2009; my contribution to this article came largely from drafts of Chapter Five of my dissertation. I thank Doyle and the editors of the special issue for their valuable input into that chapter.

Research paper thumbnail of Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005

vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where... more vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where I was ecstatic to find other education researchers working beyond the borders of the US education system. Doyle and I co-authored an article that appeared in the Journal of Curriculum Studies, v. 41 in 2009; my contribution to this article came largely from drafts of Chapter Five of my dissertation. I thank Doyle and the editors of the special issue for their valuable input into that chapter.

Research paper thumbnail of Holocaust Education: Promise, Practice, Power and Potential

Research paper thumbnail of Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Research paper thumbnail of Europeanization in the ‘other’ Europe: writing the nation into ‘Europe’ education in Slovakia and Estonia

Journal of Curriculum Studies, 2009

Research paper thumbnail of Holocaust education in the ‘Black Hole of Europe’: Slovakia’s identity politics and history textbooks pre- and post-1989

Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra... more Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra-national legitimation. Principles of national self-determination, minority rights, and political ideologies inform and lend credence to how Slovaks' national and state identities are narrated in Slovak history textbooks. For small nation-states with limited economic and military power, such as Slovakia, tapping into these discourses is critical to the state's survival as they signal belonging to larger entitieswhether that be the Soviet bloc, the European Union, or more obtusely 'the West'and thus help to forge alliances with more powerful states. However, actors in these same nation-states can be adept at reimagining these international discourses to meet their own national agendas. Through an analysis of secondary-school textbooks published before and after the fall of state socialism, this article evidences how these competing discourses interact to alternately advocate for, obstruct, and complicate the narration of the Holocaust across time and regime change in Slovak schools.

Research paper thumbnail of The Continuing Struggle over the Meanings of the Shoah in Europe: Culture, Agency, and the Appropriation of Holocaust Education

Research paper thumbnail of School Grade Span and Kindergarten Learning

Elementary School Journal, 2007

Using a nationally representative sample of over 12,000 children and nearly 750 schools from the ... more Using a nationally representative sample of over 12,000 children and nearly 750 schools from the Early Childhood Longitudinal Study-kindergarten cohort and hierarchical linear modeling, we investigated the association between literacy and mathematics learning and grade configuration. Preprimary schools-those spanning only preschool through kindergarten-comprise over 12% of U.S. schools that offer kindergarten. These schools tend to be nonpublic, have smaller kindergarten enrollments, and attract more affluent and more academically prepared children than public primary and elementary schools. Despite the initial social and academic advantages of children attending preprimary schools, results indicated that kindergartners in these schools learned significantly less in mathematics and reading over the school year than kindergarten children in differently configured schools, even when children's social and academic backgrounds were taken into account, as well as the structural, social, and academic composition of their schools. Referencing research on grade span and school transitions, we suggest that the influence of grade configuration on student achievement may be mediated by circumscribed opportunities for kindergartners to interact with older children and for kindergarten teachers to align their instruction and curriculum with firstgrade teachers' expectations.

Research paper thumbnail of Editorial Introduction the Continuing Struggle Over the Meanings of the Shoah in Europe Culture Agency and the Appropriation of Holocaust Education

Informa UK Limited, Oct 1, 2012

Research paper thumbnail of Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Intercultural Education, 2013

Research paper thumbnail of Holocaust education in the ‘Black Hole of Europe’: Slovakia’s identity politics and history textbooks pre- and post-1989

Intercultural Education, 2013

Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra... more Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra-national legitimation. Principles of national self-determination, minority rights, and political ideologies inform and lend credence to how Slovaks’ national and state identities are narrated in Slovak history textbooks. For small nation-states with limited economic and military power, such as Slovakia, tapping into these discourses is critical to the state’s survival as they signal belonging to larger entities – whether that be the Soviet bloc, the European Union, or more obtusely ‘the West’ – and thus help to forge alliances with more powerful states. However, actors in these same nation-states can be adept at reimagining these international discourses to meet their own national agendas. Through an analysis of secondary-school textbooks published before and after the fall of state socialism, this article evidences how these competing discourses interact to alternately advocate for, obstruct, and complicate the narration of the Holocaust across time and regime change in Slovak schools.

Research paper thumbnail of Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005

vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where... more vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where I was ecstatic to find other education researchers working beyond the borders of the US education system. Doyle and I co-authored an article that appeared in the Journal of Curriculum Studies, v. 41 in 2009; my contribution to this article came largely from drafts of Chapter Five of my dissertation. I thank Doyle and the editors of the special issue for their valuable input into that chapter.

Research paper thumbnail of Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005

vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where... more vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where I was ecstatic to find other education researchers working beyond the borders of the US education system. Doyle and I co-authored an article that appeared in the Journal of Curriculum Studies, v. 41 in 2009; my contribution to this article came largely from drafts of Chapter Five of my dissertation. I thank Doyle and the editors of the special issue for their valuable input into that chapter.

Research paper thumbnail of Revising the Nation through Schooling: Citizenship and Belonging in Slovak Textbooks, 1918-2005

vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where... more vi Doyle Stevick encouraged me to join the Comparative and International Education Society, where I was ecstatic to find other education researchers working beyond the borders of the US education system. Doyle and I co-authored an article that appeared in the Journal of Curriculum Studies, v. 41 in 2009; my contribution to this article came largely from drafts of Chapter Five of my dissertation. I thank Doyle and the editors of the special issue for their valuable input into that chapter.

Research paper thumbnail of Holocaust Education: Promise, Practice, Power and Potential

Research paper thumbnail of Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Research paper thumbnail of Europeanization in the ‘other’ Europe: writing the nation into ‘Europe’ education in Slovakia and Estonia

Journal of Curriculum Studies, 2009

Research paper thumbnail of Holocaust education in the ‘Black Hole of Europe’: Slovakia’s identity politics and history textbooks pre- and post-1989

Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra... more Holocaust education in Slovakia stands at the confluence of diverse discourses of state and supra-national legitimation. Principles of national self-determination, minority rights, and political ideologies inform and lend credence to how Slovaks' national and state identities are narrated in Slovak history textbooks. For small nation-states with limited economic and military power, such as Slovakia, tapping into these discourses is critical to the state's survival as they signal belonging to larger entitieswhether that be the Soviet bloc, the European Union, or more obtusely 'the West'and thus help to forge alliances with more powerful states. However, actors in these same nation-states can be adept at reimagining these international discourses to meet their own national agendas. Through an analysis of secondary-school textbooks published before and after the fall of state socialism, this article evidences how these competing discourses interact to alternately advocate for, obstruct, and complicate the narration of the Holocaust across time and regime change in Slovak schools.

Research paper thumbnail of The Continuing Struggle over the Meanings of the Shoah in Europe: Culture, Agency, and the Appropriation of Holocaust Education

Research paper thumbnail of School Grade Span and Kindergarten Learning

Elementary School Journal, 2007

Using a nationally representative sample of over 12,000 children and nearly 750 schools from the ... more Using a nationally representative sample of over 12,000 children and nearly 750 schools from the Early Childhood Longitudinal Study-kindergarten cohort and hierarchical linear modeling, we investigated the association between literacy and mathematics learning and grade configuration. Preprimary schools-those spanning only preschool through kindergarten-comprise over 12% of U.S. schools that offer kindergarten. These schools tend to be nonpublic, have smaller kindergarten enrollments, and attract more affluent and more academically prepared children than public primary and elementary schools. Despite the initial social and academic advantages of children attending preprimary schools, results indicated that kindergartners in these schools learned significantly less in mathematics and reading over the school year than kindergarten children in differently configured schools, even when children's social and academic backgrounds were taken into account, as well as the structural, social, and academic composition of their schools. Referencing research on grade span and school transitions, we suggest that the influence of grade configuration on student achievement may be mediated by circumscribed opportunities for kindergartners to interact with older children and for kindergarten teachers to align their instruction and curriculum with firstgrade teachers' expectations.