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You searched for id:"oai:etd.ohiolink.edu:findlay1565278457764606". One record found.

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1. Teeple, Kerry S. Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development.

Degree: Doctor of Education (EdD), Education, 2019, University of Findlay

Empirical evidence of docent training practices in nationally accredited museums in the United States is limited. Much information can be found in the literature on recommended educational theories that can serve as a basis for docent training practices as well as prescriptive advice for quality docent education; however, detailed information about the actual practices being implemented in docent training programs is sparse. Studies have shown that museum educators agree with and encourage documented educational theories in museums in terms of the exhibits and interpretive materials, however, when instructing the docents within their museums, the museum educators may not be utilizing the theories that they espouse. The evidence in teacher education as well as museum education shows that modeling of the intended strategies is the preferred method for instruction, but evidence of docent training practices gives little proof of this idea being practiced. The current study was designed to uncover the actual practices and theories being utilized in docent training programs across the United States in museums that are accredited by the American Alliance of Museums. Additionally, the Adult Learning Model for Faculty Development (Lawler & King, 2000), a model recommended for the planning and implementation of adult education is applied as a map to guide the inquiry regarding docent training programs. Advisors/Committee Members: Baer, Allison (Committee Chair).

Subjects/Keywords: Adult Education; Education; Museum Studies; Museums; Museum Education; Adult Education; Docent Training; Docent; Docent Education; Museum; Andragogy; Professional Development; Adult Learning; Museum Learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Teeple, K. S. (2019). Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development. (Doctoral Dissertation). University of Findlay. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

Chicago Manual of Style (16th Edition):

Teeple, Kerry S. “Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development.” 2019. Doctoral Dissertation, University of Findlay. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606.

MLA Handbook (7th Edition):

Teeple, Kerry S. “Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development.” 2019. Web. 24 Aug 2019.

Vancouver:

Teeple KS. Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development. [Internet] [Doctoral dissertation]. University of Findlay; 2019. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606.

Council of Science Editors:

Teeple KS. Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development. [Doctoral Dissertation]. University of Findlay; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

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