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Descriptors:
Museums; Nonschool Educational Programs; Learning; Schools; Educational Improvement; Professional Development; Professional Identity; Teachers; Action Research; Foreign Countries

Abstract:
It seems uncontroversial to claim that museums are unique places of interest with the potential to inspire learners, yet what this means and how it is managed are complex questions. Museum educators' work is currently shaped by accountability requirements typically expressed as visitor targets. Centralised teaching and learning initiatives are presented as "good practice". In opposition to these factors, the action research inquiry discussed here set out to enable the participants to research and reflect upon the challenges of their individual contexts, and to develop ideas for practice that were "bespoke". Deliberation on particular predicaments raised important issues, such as the relationship between schools and museums; the educational value of museums to schools; and the distinctive nature of museum pedagogy. A group of museum educators began with the question: "How can we support teachers in integrating learning in a museum, with the school curriculum, to help raise pupil attainment"? The paper tells the story of the project and includes reflections on the use of action research as a method of personal professional development and organisational problem-solving. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Children; Adolescents; Teaching Methods; Cognitive Processes; Simulation; Student Attitudes; Statistical Analysis; Immersion Programs; Second Language Learning; Summer Programs; Resident Camp Programs; Cultural Activities; Aesthetics; Nonschool Educational Programs; Nonformal Education; Interviews; Qualitative Research

Abstract:
How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants' sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of "thinking space" qualities and data-driven categories of "experience space" qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program's daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Quasiexperimental Design; Concept Formation; Evidence; Museums; Scaffolding (Teaching Technique); Science Instruction; Science Activities; Computer Assisted Instruction; Instructional Design; Educational Technology; Electronic Learning; Computer Simulation; Instructional Effectiveness; Comparative Analysis; Informal Education; Nonschool Educational Programs

Abstract:
Although learning science in informal non-school environments has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved conceptual knowledge and cognitive skills. Furthermore, little is known about how digital technologies that are increasingly being used in these informal environments can enhance learning. Through a quasi-experimental design, this study compared four conditions for learning science in a science museum using augmented reality and knowledge-building scaffolds known to be successful in formal classrooms. Results indicated that students demonstrated greater cognitive gains when scaffolds were used. Through the use of digital augmentations, the study also provided information about how such technologies impact learning in informal environments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Education; Nonschool Educational Programs; Arts Centers; Museums; Art Teachers; Teacher Role; Facilitators (Individuals); Learner Engagement

Abstract:
The metaphor of "art waitressing" is a valuable tool for educators who seek guidance in enacting many of the new roles in museums, particularly the role of facilitator in an open-ended interactive gallery. Though this metaphor provides a valuable model for engaging visitors, the question quickly arises of how educators can go beyond "serving" an arts experience to a museum visitor. By drawing upon the author's own experience as an interactive gallery educator, as well as reviewing the literature for examples of techniques and approaches that museums and educators have used to move beyond art waitressing, three strategies for visitor engagement emerge. First, participatory practice is essential to the reorientation of museums. Participatory methods grounded in dialogical models of interaction, collaborative practice, and acknowledgement of the museum context are particularly relevant to interactive art gallery practice. Second, visitors' understanding of original works of art is deepened through engaging the processes that artists utilize, particularly contemporary artists. Finally, a culture of experimentation is vital to support educators who seek to engage visitors in a relationship with their organization. These three strategies--participatory and dialogical practice, engaging in artistic process, and experimentation--provide means through which museum educators can move beyond art waitressing in interactive art galleries. In this article the author illustrates art waitressing through a short narrative, explains key components of the art waitressing process, and discusses the three strategies. (Contains 3 figures and 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Museums; Nonschool Educational Programs; Misconceptions; Arts Centers; Art Education

Abstract:
In this article, the author presents her list of top 10 museum education myths. In so doing she also hopes to "demythtify" these aspects of the field. While the focus of the list is art museum education, art educators in schools and community sites will likely find that several of the myths resonate with their practice. (Contains 1 endnote.)

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Descriptors:
Academic Achievement; Immigrants; Reading Skills; Peer Groups; Emergent Literacy; Socioeconomic Status; Literacy; Performance Factors; Hispanic Americans; Children; Nonschool Educational Programs

Abstract:
When U.S. children enter school, their reading skills vary widely by their socioeconomic status, race and ethnicity, and immigrant status. Because these literacy gaps exist before children enter school, observes Jane Waldfogel, the disparities must arise from conditions outside of schools--from the children's families and communities. And the same out-of-school factors may continue to influence reading skills as children progress through school. Waldfogel examines how specific out-of-school factors may contribute to literacy gaps at school entry and to the widening of the gaps for some groups thereafter. Some factors are important across groups. For instance, differences in parenting help explain black-white literacy gaps as well as gaps associated with socioeconomic status. Other factors differ by group. For instance, key influences on early literacy for immigrant children are the language spoken at home, parental proficiency in English, and whether a child participates in preschool. What happens to early gaps in literacy during the school years also varies by group. Reading gaps for Hispanic children tend to close or stabilize after a few years, perhaps because of such out-of-school factors as strong families, less crime, or better peer group attitudes in Hispanic communities. But black-white gaps and gaps between children from socioeconomically disadvantaged and more advantaged families tend to widen during the school years. An important challenge for future research is to understand why that is the case. Waldfogel concludes that addressing early literacy gaps, and later gaps, requires tailoring policy responses depending on which group is being targeted. But across all groups, one important conclusion holds. Although out-of-school factors contribute--sometimes in major ways--to literacy disparities, says Waldfogel, schools have a responsibility to try to close such gaps. Research on the out-of-school sources of literacy problems can support schools in this effort by helping practitioners and policy makers better understand which children are likely to encounter problems in literacy and why, as well as what schools and others can do to address those problems. (Contains 52 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Futures (of Society); Educational Trends; Museums; Nonschool Educational Programs

Abstract:
Futures studies uses scenarios--stories of the future--to explore how trends and events shaping our world may play out in future decades. This article features a short scenario set in California in 2037, depicting twelve-year-old Moya and her brother mart, whose "fenced community" has opted for a system of self-directed, online learning to educate its children. This scenario, and the accompanying discussion questions, can be used to guide a conversation about how museums could fit into the future landscape of learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Preschool Education; Nonschool Educational Programs; Exhibits; Play; Nutrition Instruction; School Readiness; Reading Aloud to Others; Picture Books; Emergent Literacy; Learning Activities; Music Activities; Learner Engagement

Abstract:
Welcome to Port Discovery's "Tiny's Diner" where children can be seen doing the chicken dance or putting pickles on their heads. What do these activities have to do with promoting nutrition through early literacy activities? Educators know that young children learn through play, which can include using drama, games, movement, imagination, and music. They respond to humor and enjoy novelty. When schools choose guided tours instead of opting for free-flow visits, the museum is obligated to provide a formal program worth the extra expense. Creating programs for free-flow areas, such as a diner, can be challenging, however. This article describes the challenges of creating educational programs for guided groups that teach about healthy eating, strengthen school readiness skills, include picture book read-alouds, and keep young children engaged, while in exhibit spaces that were meant for free play. (Contains 32 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
History; Museums; Outreach Programs; Handicrafts; Creative Activities; Nonschool Educational Programs; Educational Environment; Program Effectiveness

Abstract:
When it comes to having a traveling outreach activity for a museum, a craft can seem like the perfect solution. It can seemingly be all things at once--educational, quick and fun. But, if poorly constructed, crafts can also have serious fallbacks. Using the Chicago History Museum and the Millennium Park Family Fun Festival as a case study, this article discusses what goes into designing an effective craft, and how museums can make the most of crafting at an outreach event. (Contains 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Museums; Nonschool Educational Programs; Science Teaching Centers; Facilitators (Individuals); Interaction; Family (Sociological Unit); Adults; Role; Social Environment; Physical Environment

Abstract:
Front-line educators are arguably critical to the visitor experience at museums and science centers across the country. However, little research exists to inform staff facilitation strategies or professional development efforts. In this article, we describe the results of a qualitative study of 63 staff-family interactions in a science center, focusing particularly on the role of adult family members.We observed three distinct phases of interaction, during which adult family members acted as gatekeepers to deeper staff engagement. The results suggest that in order to successfully facilitate family learning, museum educators must carefully consider the role of adults and the unique social context of museums learning. (Contains 1 table and 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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