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Education in the wake of disaster

Descriptive

TitleInfo
Title
Education in the wake of disaster
SubTitle
a case study in the post 9/11 era
Name (type = personal)
NamePart (type = family)
Mortimer
NamePart (type = given)
Matthew
NamePart (type = date)
1981-
DisplayForm
Matthew Mortimer
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Rubin
NamePart (type = given)
Beth
DisplayForm
Beth Rubin
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Justice
NamePart (type = given)
Benjamin
DisplayForm
Benjamin Justice
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Davis
NamePart (type = given)
Eric
DisplayForm
Eric Davis
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2017
DateOther (qualifier = exact); (type = degree)
2017-01
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Educators struggle with how to include the attacks of September 11th, 2001 in the nation’s social studies classrooms. This study investigates how teachers engage in instruction about these events and the messages students take away from that instruction. Much of the research to date on the instruction of 9/11 focuses on resources and materials. This study examines an area with less research: classroom-based instruction about the events of September 11th, 2001. This study examines teachers’ lessons and students’ knowledge, learning, and feelings about 9/11. METHOD: This is a case study using several data collection tools with purposeful sampling of subjects in a confidential manner. One school district, located in a New Jersey suburb, served as the research site. Grade levels 5-8 were selected for research. Data collection tools included classroom observations, interviews, surveys, and focus groups. Transcription, coding, memoing, and drawing conclusions and assertions followed. FINDINGS: There were several key findings of this research study. As the grade levels increased, the lessons presented to the students about 9/11 increasingly reflected Westheimer’s view of democratic patriotism. Students developed their own versions of the narrative surrounding the events of 9/11. Students perceived the events of 9/11 as an American, rather than a global event. Additionally, several different instructional approaches were used by teachers, and the variety of these approaches increased as the grade levels increased. Students were disconnected from the events of 9/11 because they were not alive at the time of the attacks. Teachers were concerned about teaching about the events of 9/11 because of presumed cultural and religious sensitivities on the part of some of their students. Finally, it was determined that students had surface level understandings of 9/11 due to the complexities that surrounded the roots of the event. IMPLICATIONS: This research study is significant in that it helps to determine what types of professional development and resources are needed to meet the challenges that educators and students face when discussing the tragedy of the September 11th attacks. Professional development might include how an educator could use multiple instructional lenses to teach about the events.
Subject (authority = RUETD)
Topic
Social Studies Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7811
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 206 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
September 11 Terrorist Attacks, 2001
Note (type = statement of responsibility)
by Matthew Mortimer
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T34X5B5X
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Mortimer
GivenName
Matthew
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-01-02 01:28:28
AssociatedEntity
Name
Matthew Mortimer
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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windows xp
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2017-01-13T17:34:09
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2017-01-13T17:34:09
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