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Articles 1 - 11 of 11
Full-Text Articles in Education
Steam Vs. Stem: A Study And Program Proposal For Monticello, Micaela Deogracias
Steam Vs. Stem: A Study And Program Proposal For Monticello, Micaela Deogracias
Honors Projects
STEM (science, technology, engineering, and mathematics) and art programs have long been struggling for dominance in the education system. This fight overshadows the fact there are synergistic educative capabilities when these two schools of thought are combined, allowing scientific and artistic persons to work in tandem and be exposed to a wider variety of problem-solving options and opinions. This study aims to focus on museum education practices specifically and how implementing STEAM programs (science, technology, engineering, arts, and mathematics) versus STEM could raise the perceived value of arts in society, as well as create a more enriching educational experience by …
Teens In Queens: Engaging Teens Living In Queens, New York Through Museum Partnerships, Emily Gross
Teens In Queens: Engaging Teens Living In Queens, New York Through Museum Partnerships, Emily Gross
Graduate Student Independent Studies
The teen program presented in this document was inspired by my own experiences living and attending school in Queens, New York. This program is designed as a museum partnership between the New York Hall of Science, the Queens Museum, and the Queens County Farm Museum, for the benefit of middle school adolescents living or attending school in Queens, New York. This year long program exposes teens to local museums, connecting three different content areas (STEM, art, and agriculture) in museum settings. During the program, teens will engage with their community on a deeper level, learn through skill based activities, explore …
Writing History: A Teacher’S Guide To The History Of Language Technology And Museum Practice, Sonya Ochshorn
Writing History: A Teacher’S Guide To The History Of Language Technology And Museum Practice, Sonya Ochshorn
Graduate Student Independent Studies
The following document contains a guide for classroom teachers to use when bringing a class of 6th graders to a museum with ancient writing techniques, illuminated manuscripts, and books printed with movable type in their collection. The guide shows teachers how to guide students through the journey of tackling the essential question, “How have technological evolutions in language affected society?” This guide also helps teachers understand the difference in teaching in a museum setting and why this kind of learning is important for student development.
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Guggenheim For All: Museum Education For Students On The Spectrum, Chiara Di Lello
Occasional Paper Series
The aim of this paper is to articulate the strengths of Guggenheim For All (GFA) as a place-based learning experience and the ways it can benefit students on the autism spectrum. I review educator practices in light of both Universal Design for Learning principles and best practices for teaching students with autism spectrum disorders (ASDs) and draw on anecdotal data from teachers that support a view of GFA as place-based learning.
Teening The Museum : An Adaptable Teen Program For Art And History Museums, Julia Doak Fields
Teening The Museum : An Adaptable Teen Program For Art And History Museums, Julia Doak Fields
Graduate Student Independent Studies
The teen program delineated in this document was inspired by artist Fred Wilson's exhibit at the Maryland Historical Society. This program is designed to be used by art or history museums with object collections, with a static group of teenagers. It also includes information about why and how to execute this program, plus some specific lesson plans as well as reading materials and suggestions for evaluation.
Side By Side : An Exploration Of Family Programs In New York City And Three Pilot Family Programs At Dia : Beacon, Jeanne Parkhurst
Side By Side : An Exploration Of Family Programs In New York City And Three Pilot Family Programs At Dia : Beacon, Jeanne Parkhurst
Graduate Student Independent Studies
This independent study includes a review of literature about learning theories relevant to museum education, family learning, and family learning in museums. This exploration also includes observations done at six art museums in New York City. As a result of these observations I outline teaching techniques for "best practice" methods while also offering first-hand insight into the unique and complex dynamic of family learning in museums. Finally, I describe my process for developing and implementing three pilot family programs a Dia : Beacon, a contemporary art museum in Beacon, NY which is part of the Dia Art Foundation.
The Status Of Special Programming For Minority Youth And Children With Special Needs : A Report On The Perceptions Of Children's Museum Education Directors, Deborah A. Chapin
The Status Of Special Programming For Minority Youth And Children With Special Needs : A Report On The Perceptions Of Children's Museum Education Directors, Deborah A. Chapin
Legacy Theses & Dissertations (2009 - 2024)
Dissertation Title: The Status of Special Programming for Minority Youth and Children with Special Needs: A Report on the Perceptions of Children's Museum Education Directors
Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg
Museum Educators' Workshop Study: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven R. Rogg
Steven R Rogg
In preparation for the Museum Educator’s Workshop, the Planning Team saw that a necessary first step would be to honor the perspectives of Chicago Public School (CPS) teachers and principals. Changes in Illinois Teacher Recertification requirements, changes within the CPS itself, and nation-wide developments in the teaching profession suggested that a fresh look at Chicago’s professional development landscape would be necessary. Indeed, many relevant questions about the role(s) of museums in teacher professional development were raised during initial Planning Team discussions. Here are just a few examples: Which organizations are the foremost providers of professional development for CPS teachers and …
Museum Educators' Workshop Study Highlights: Attracting And Retaining Teachers In Museum-Sponsored Professional Development Programs, Steven Rogg
Steven R Rogg
Following Phase I, of the Museums In the Park Study, the Planning Team used this information to design and conduct the Museum Educators’ Workshop event on March 15, 2002. Highlights of the Phase-I study were also presented to participants at the workshop event.
Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg
Maps-Ii Study Final Report For The Initiative “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg
Steven R Rogg
The Museums and Public Schools (MAPS) initiative intends to “create a lasting impact on teaching and learning by integrating museum resources into the educational process and serve as a national model.” It is conceived as a “sustained partnership of museums and schools, students and teachers,” engaging them in “authentic learning experiences.” This is to be accomplished primarily via the explicit incorporation of relevant (as indicated by the Chicago Academic Standards) cultural, historical, and scientific resources of Chicago’s world-class museums into the curriculum of Chicago Public Schools. The result is to be an experience of education that is powerfully rich, engaging, …
Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg
Maps Study Final Report For The Program “Museums And Public Schools” On Behalf Of Museums In The Park And Chicago Public Schools, Steven R. Rogg
Steven R Rogg
Evaluation of the first year implementation of the Museums and Public schools (MAPS) initiative is reported. The MAPS initiative is described in its original proposal in the following way: “Guided by the Chicago and Illinois academic standards, (MAPS) …will, over time, make museum resources a creative and integral part of classroom learning and teaching. In so doing, this partnership will enhance teacher knowledge and skills, enrich student educational experiences and advance the educational attainment of all children in Chicago’s public schools. In short, this collaboration is an investment in Chicago’s future.”