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The Same, Yet Different: Infusing Ad...

McCray, Kimberly Holland.

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The Same, Yet Different: Infusing Adult Learning and Development Theory into Museum Guide Training/Professional Development at Shelburne Museum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Same, Yet Different: Infusing Adult Learning and Development Theory into Museum Guide Training/Professional Development at Shelburne Museum./
作者:	McCray, Kimberly Holland.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	465 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:	Dissertation Abstracts International78-05A(E).
標題:	Museum studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10170541
ISBN:	9781369245936

The Same, Yet Different: Infusing Adult Learning and Development Theory into Museum Guide Training/Professional Development at Shelburne Museum.
McCray, Kimberly Holland.

The Same, Yet Different: Infusing Adult Learning and Development Theory into Museum Guide Training/Professional Development at Shelburne Museum. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 465 p.

Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.

Thesis (Ph.D.)--Lesley University, 2016.

Front-line teams of museum educators remain one of the key populations (internal audiences) with whom museums work. Yet how well do museum professionals understand this population---especially as adult learners? This case study explores what happened when the author of this study, in her role as Shelburne Museum's adult programs coordinator, infused adult learning and development theory into the training/professional development of part-time, paid, seasonal museum educators.

ISBN: 9781369245936Subjects--Topical Terms:

2122775
Museum studies.

The Same, Yet Different: Infusing Adult Learning and Development Theory into Museum Guide Training/Professional Development at Shelburne Museum.
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520 $a Front-line teams of museum educators remain one of the key populations (internal audiences) with whom museums work. Yet how well do museum professionals understand this population---especially as adult learners? This case study explores what happened when the author of this study, in her role as Shelburne Museum's adult programs coordinator, infused adult learning and development theory into the training/professional development of part-time, paid, seasonal museum educators.
520 $a From May to October 2013, 15 of Shelburne Museum's visitor guides participated in 10 one-hour training/professional development sessions. Using (1) adult learning and development theory, (2) museum guides' expressed interests and learning needs, and (3) the four themes of color, pattern, whimsy, and scale from the exhibition Color, Pattern, Whimsy, Scale: The Best of Shelburne Museum, the study's author designed sessions that incorporated and responded to museum guide participants' feedback, the group's goals, and recognized museum guides as adult learners.
520 $a Research participants experienced the personal process of adult learning, better understood themselves as adult learners, and applied adult learning in their daily practice as museum educators. As a result, participants' perspectives and practice shifted---moving from a content-centered, informational approach to a learning-centered approach in their interaction with visitors. This confirmed what some guides already knew, but it also opened participants' eyes to the importance of learning, adult learning, and museums, while challenging their identities as visitor guides and/or museum educators.
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