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Art museum produced teacher resource materials : = An examination of evaluation practices in twelve art museums.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Art museum produced teacher resource materials :/
其他題名:	An examination of evaluation practices in twelve art museums.
作者:	Pierce, Milissa Suzanne.
面頁冊數:	1 online resource (314 pages)
附註:	Source: Dissertations Abstracts International, Volume: 58-12, Section: A.
Contained By:	Dissertations Abstracts International58-12A.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9722493click for full text (PQDT)
ISBN:	9780591312317

Art museum produced teacher resource materials : = An examination of evaluation practices in twelve art museums.
Pierce, Milissa Suzanne.

Art museum produced teacher resource materials :An examination of evaluation practices in twelve art museums. - 1 online resource (314 pages)

Source: Dissertations Abstracts International, Volume: 58-12, Section: A.

Thesis (Ph.D.)--University of Georgia, 1996.

Includes bibliographical references

The intent of this study was to determine how museum educators plan, carry out and interpret evaluation of the teacher resource materials that they produce. A total of twelve museum educators were selected to participate in the study. The participants were identified by the five Regional Museum Division Directors from the National Art Education Association and the nine Regional Institute Directors from the Getty Center for Education in the Arts as producers of exemplary teacher resource materials. The study was conducted in two phases. Phase One involved analyzing the contents of a teacher resource provided to the researcher by the participant. Phase Two required interviewing each participant over the telephone to gather their responses concerning evaluation of teacher resource materials. Phase One was completed in March, 1996; Phase Two in April of that same year. The findings of the study indicated that a systematic course of action for evaluating teacher resource materials has not presented itself. Much of evaluation relies instead on the use of several techniques rather than a planned approach. The study revealed that evaluation in the formative stages was often completed at random depending largely on what stage of development the resource was in, rather than at planned intervals. Evaluation was frequently realized as a last step, "tacked-on" out of established tradition. The type of information sought by evaluation stemmed from the desire to know if the learning experiences and questioning strategies "appeared" appropriate rather than the desire to discover how the materials provide for "educational experiences" or "teach students how to read and understand the visual world around them." The emergence of several positive evaluative efforts were also noted from the study. The study concludes by asserting the need for a systematic course of action for the evaluation of teacher resource materials. The formulation of a model for systematizing evaluation practices of teacher resource materials would be an asset to museum educators, teachers, students and the field of museum education. Towards this end, the findings stemming from the study indicated that several factors should be considered when developing a systematic evaluation model for teacher resource materials.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780591312317Subjects--Topical Terms:

547650
Art education.
Index Terms--Genre/Form:

542853
Electronic books.

Art museum produced teacher resource materials : = An examination of evaluation practices in twelve art museums.
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245 1 0 $a Art museum produced teacher resource materials : $b An examination of evaluation practices in twelve art museums.
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500 $a Source: Dissertations Abstracts International, Volume: 58-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ph.D.)--University of Georgia, 1996.
504 $a Includes bibliographical references
520 $a The intent of this study was to determine how museum educators plan, carry out and interpret evaluation of the teacher resource materials that they produce. A total of twelve museum educators were selected to participate in the study. The participants were identified by the five Regional Museum Division Directors from the National Art Education Association and the nine Regional Institute Directors from the Getty Center for Education in the Arts as producers of exemplary teacher resource materials. The study was conducted in two phases. Phase One involved analyzing the contents of a teacher resource provided to the researcher by the participant. Phase Two required interviewing each participant over the telephone to gather their responses concerning evaluation of teacher resource materials. Phase One was completed in March, 1996; Phase Two in April of that same year. The findings of the study indicated that a systematic course of action for evaluating teacher resource materials has not presented itself. Much of evaluation relies instead on the use of several techniques rather than a planned approach. The study revealed that evaluation in the formative stages was often completed at random depending largely on what stage of development the resource was in, rather than at planned intervals. Evaluation was frequently realized as a last step, "tacked-on" out of established tradition. The type of information sought by evaluation stemmed from the desire to know if the learning experiences and questioning strategies "appeared" appropriate rather than the desire to discover how the materials provide for "educational experiences" or "teach students how to read and understand the visual world around them." The emergence of several positive evaluative efforts were also noted from the study. The study concludes by asserting the need for a systematic course of action for the evaluation of teacher resource materials. The formulation of a model for systematizing evaluation practices of teacher resource materials would be an asset to museum educators, teachers, students and the field of museum education. Towards this end, the findings stemming from the study indicated that several factors should be considered when developing a systematic evaluation model for teacher resource materials.
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