Graduation Year
2026
Date of Defense
3-19-2026
Degree Name
Doctorate in Education (EdD) in Educational Leadership
Department
School of Education and Human Development
Document Type
Dissertation
First Advisor
Emily Smith
Abstract
This dissertation explored whether a Transformative Learning Theory (TLT) and Building Thinking Classrooms (BTC)-framed Holocaust curriculum could expand high school students’ understanding of Jewish identity, foster prosocial attitudes, and support social-emotional development. Using a mixed-methods convergent design, pre- and post-instruction survey data were analyzed alongside focus group discussions and a researcher’s
reflective journal.
Findings revealed that the instructional method significantly broadened students' knowledge, moving them from a trauma-centric 'Holocaust lens' to a multifaceted understanding of Jewish identity as a complex religious, ethnic, and cultural spectrum. Quantitatively, the most dramatic shift occurred in students’ rejection of blind obedience to unjust laws, reflecting a move toward greater moral autonomy. While survey data documented an unexpected decrease in consensus regarding religious tolerance, qualitative data complicated this finding; students demonstrated increased empathy, humanized perspectives, and a deepened respect for Jewish resilience through collaborative work with primary sources and immersive media.
This research highlights the efficacy of a student-directed pedagogy to sensitive, often human-centered content. It suggests that when educators move from a teacher-directed model to a student-directed approach, students can successfully navigate complex content, revise misconceptions, and experience meaningful, transformative learning without the risk of content misunderstanding often feared by practitioners.