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A descriptive case study of a commun...

Thomas, Maxine Theresa.

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A descriptive case study of a community collaborative: Connecting high school students with a museum as a workplace experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A descriptive case study of a community collaborative: Connecting high school students with a museum as a workplace experience./
作者:	Thomas, Maxine Theresa.
面頁冊數:	237 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2133.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3136250
ISBN:	0496834487

A descriptive case study of a community collaborative: Connecting high school students with a museum as a workplace experience.
Thomas, Maxine Theresa.

A descriptive case study of a community collaborative: Connecting high school students with a museum as a workplace experience. - 237 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2133.

Thesis (Ph.D.)--George Mason University, 2004.

This descriptive case study focused on two community collaborative programs: Museum Studies at the Duke Ellington School for the Arts and Odyssey into Museum Careers at the National Gallery of Art. A qualitative study was conducted for one year to discover how a community collaborative connected high school students with a museum as a workplace experience.

ISBN: 0496834487Subjects--Topical Terms:

783746
Education, Philosophy of.

A descriptive case study of a community collaborative: Connecting high school students with a museum as a workplace experience.
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245 1 2 $a A descriptive case study of a community collaborative: Connecting high school students with a museum as a workplace experience.
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500 $a Chair: Charles L. Thomas.
502 $a Thesis (Ph.D.)--George Mason University, 2004.
520 $a This descriptive case study focused on two community collaborative programs: Museum Studies at the Duke Ellington School for the Arts and Odyssey into Museum Careers at the National Gallery of Art. A qualitative study was conducted for one year to discover how a community collaborative connected high school students with a museum as a workplace experience.
520 $a Data collection included multiple methods: open-ended answers to questions during semistructured interviews or conversations, journal entries, a nonparticipatory observation, including descriptive and reflective fieldnotes. Data sources were obtained from 14 informants for maximum variation: archivists, directors, coordinators, teachers, student/alumni, and interns. Triangulation was derived from multiple methods and data sources that were interpreted for meanings and became descriptive explanations to what had occurred in these two programs that connected high school students with a museum workplace experience.
520 $a Students' perceptions had to change to envision themselves beyond their high school classrooms. One motive for collaborative programs was to provide students with transitional experiences in real workplace situations and with museum professionals through communicative dialogues to exchange information in an explorative process before making a career choice. Curiosity opened opportunities for learning; students were empowered to think differently about themselves when museum professionals shared how they prepared for a career. Students realized goals were obtainable.
520 $a I discovered that community collaboratives were mutually beneficial opportunities for exchanging information and experiences, and for using communication skills to network with similar supporters provided diversity. Real-life work experiences were opportunities for problem solving, negotiating, and decision-making. When group dynamics changed, students developed empathy, connected with positive, productive team members as appropriate workplace interactions, and experienced job readiness (promptness, presentation, and performance) as workplace expectations. Role-playing placed students in positions to realize workplace expectations when they became aware of their capabilities or responsibilities, and they understood the relevance of having appropriate skills, training, and education. Students became empowered to stretch, to embrace new capabilities because they were encouraged to reach beyond their high school years and challenged to become educated risk-takers. Students were expected to take leadership roles, shape their own destiny, and share what was learned with others.
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