What do students know and understand about the Holocaust?

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Methodology 31 ■■ These total scores were used to generate the mean (average) of the total score for each year group (and for the entire sample). This enabled us to make comparisons between groups, for example, to note differences in the knowledge of each year group and in their attitudes towards learning about the Holocaust. ■■ We were also able to conduct more complex analyses. For example, we looked at groups’ different attitudes towards learning about the Holocaust to (a) determine if these differences were statistically significant, and (b) explore the influence of other relevant factors, like vocabulary skills, on these findings. PART 2: FOCUS GROUPS How did we select schools and individual students to take part in the focus groups? Seventeen schools took part in the focus groups, and twelve of these were recruited via their participation in the survey element. In these instances the schools had expressed an interest in taking part in other aspects of the research and so were approached when we were looking for schools to host the focus groups. The other five participating schools were recruited to ensure that schools with specific characteristics participated (for example, schools where students had recently heard a Holocaust survivor talk, from under-represented regions, of different faiths and with ethnically diverse student bodies). It should be noted that increasing the diversity of schools that participated in the focus groups was not done in a systematic manner (as with the survey). However, we still sought to ensure representative variation where possible. Head teachers were contacted by letter to invite their school to participate in the focus groups. Once the head teacher had given consent and identified a date on which the focus groups could take place, teachers identified specific class(es) to take part on the basis of the year groups we requested (to ensure that a range of year groups across the schools took part). One week before the focus groups were due to take place the relevant teacher(s) explained to their class(es) that a researcher would be visiting their school. Students who expressed an interest in being part of the focus groups were given an information sheet to read and also a letter for their parents. The parents’ letter explained what the research was about and gave parents the opportunity to opt their child out of the study. On the day of the focus groups, the researcher checked whether each student still wanted to take part: even if they had expressed an interest to participate the previous week, they could still decide on the day not to take part. The researcher also checked whether any of these students had been opted out by their parents. Who took part in the focus groups? In total, 244 students (119 girls and 125 boys) took part in the focus groups. A total of 49 focus groups were conducted, with four to eight students in each group. The details of the focus groups are summarised in the ‘Focus group details’ box (p. 32). Altogether, seven focus groups were conducted with Year 8 students, seventeen groups with Year 9, six with Year 10, one with Year 11, four with Year 12, three with Year 13, nine with a mix of Year 12 and 13 students, one with a mix of Year 8 and 9 students, and one with a mix of Year 10 and 11 students. How were the focus groups conducted? Each focus group lasted approximately one hour, and began with an introduction from the researcher to explain what a focus group was and what the students’ participation would involve. The researcher explained that the focus group would be audiorecorded, with the students’ permission, to get an accurate record of the discussion and that the recording would be typed into a transcript. Students were told that their name and any names they mentioned would not be included in the transcripts and that only the research team would have access to the recording and the transcript. The nature of a focus group meant that confidentiality could not be guaranteed as everyone in the group would be privy to each other’s opinions and ideas. For this reason, students were asked not to repeat the details of the discussion to other people outside the focus group and, as a further precaution, students were asked only to discuss things that they were comfortable for other people to hear. The researcher explained that s/he had a small number of questions to help guide the discussion, but other than that would say very little. The students were encouraged to talk about anything that seemed relevant and were reminded that they did not have to contribute to every question if they did not want to. After this introduction, the researcher asked if the students still wanted to participate (and be recorded). Students were also advised that they could leave the discussion and return to their classroom at any time, without giving a reason. www.ioe.ac.uk/holocaust
32 Methodology Focus group details KNOWLEDGE AND UNDERSTANDING OF THE HOLOCAUST 120 students: ■■ 61 girls ■■ 59 boys From Years 8 to 13, taking part in 24 focus groups: ■■ 3 focus groups with Year 8 ■■ 7 focus groups with Year 9 ■■ 5 focus groups with Year 10 ■■ 3 focus groups with Year 12 ■■ 3 focus groups with Year 13 ■■ 3 focus groups with mixed Years 12 and 13 In 7 schools: ■■ 2 academy converters ■■ 1 academy sponsor-led ■■ 1 community school ■■ 1 voluntary-aided Church of England school ■■ 1 voluntary-aided Roman Catholic school ■■ 1 foundation school Across 4 regions: ■■ East of England ■■ London ■■ North-east ■■ South-east SURVIVOR TESTIMONY 45 students: ■■ 22 girls ■■ 23 boys From Years 9, 11, 12 and 13, taking part in 8 focus groups: ■■ 5 focus groups with Year 9 ■■ 1 focus group with Year 11 ■■ 1 focus group with Year 12 ■■ 1 focus group with mixed Years 12 and 13 In 4 schools: ■■ 3 academy converters ■■ 1 voluntary-aided Jewish schools Across 3 regions: ■■ London ■■ South-west ■■ Yorkshire and the Humber THE BOY IN THE STRIPED PYJAMAS 44 students: ■■ 13 girls ■■ 31 boys From Years 8 to 13, taking part in 8 focus groups: ■■ 2 focus groups with Year 8 ■■ 2 focus groups with Year 9 ■■ 1 focus group with mixed Years 8 and 9 ■■ 1 focus group with Year 10 ■■ 1 focus group with mixed Years 10 and 11 ■■ 1 focus group with mixed Years 12 and 13 In 3 schools: ■■ 1 foundation school ■■ 1 academy converter ■■ 1 voluntary-aided Roman Catholic school Across 2 regions: ■■ London ■■ West Midlands ATTITUDES TO LEARNING ABOUT THE HOLOCAUST 35 students: ■■ 23 girls ■■ 12 boys From Years 8, 9, 10, 12 and 13, taking part in 9 focus groups: ■■ 2 focus groups with Year 8 ■■ 2 focus groups with Year 9 ■■ 1 focus group with mixed Years 9 and 10 ■■ 4 focus groups with mixed Years 12 and 13 In 4 schools: ■■ 1 academy converter ■■ 1 community school ■■ 1 voluntary-aided Roman Catholic school ■■ 1 foundation school Across 4 regions: ■■ West Midlands ■■ London ■■ South-east ■■ East of England Eighteen schools are mentioned here because one school took part in two focus-group topics.
Page 1 and 2: CENTRE FOR HOLOCAUST EDUCATION What
Page 3 and 4: What do students know and understan
Page 5 and 6: iv About the UCL Centre for Holocau
Page 7 and 8: vi Foreword by Sir Peter Bazalgette
Page 9 and 10: viii Foreword by Professor Yehuda B
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Page 13 and 14: 2 Executive summary ■■ Many stu
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Page 17 and 18: Olivia Hemingway, 2014
Page 19 and 20: 8 Introduction ■■ What forms of
Page 21 and 22: 10 Introduction the fate of the Jew
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Appendix 1: The Survey 225 Appendix
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Appendix 2: Attitudinal scales used
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References 259 Assmann, A. (2010)
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References 261 Carr, E.H. (1964) Wh
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References 263 Emler, N. and Ohana,
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References 267 Levstik, L.S. (2000)
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References 269 Resnick, L.B. (1989)
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References 271 Snyder, T. (2009)
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References 273 Yeager, E., Anderson
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Centre for Holocaust Education UCL
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What do students know and understand about the Holocaust?

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