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Teeple Dissertation.pdf (1.09 MB)

ETD Abstract Container

Abstract Header

Components of Docent Training Programs in Nationally Accredited Museums in the United States and Their Correspondence to the Adult Learning Model for Faculty Development

Teeple, Kerry S.
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

Abstract Details

2019, Doctor of Education (Ed.D.), University of Findlay, Education.
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.
Allison Baer, Ph. D. (Committee Chair)
Amanda Ochsner, Ph. D. (Committee Member)
Mary Heather Munger, Ph. D. (Committee Member)
190 p.
Adult Education; Education; Museum Studies; Museums
Museum Education; Adult Education; Docent Training; Docent; Docent Education; Museum; Andragogy; Professional Development; Adult Learning; Museum Learning;

Recommended Citations

Citations

  • 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]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

    APA Style (7th edition)

  • Teeple, Kerry. 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. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606.

    MLA Style (8th edition)

  • Teeple, Kerry. "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. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565278457764606

    Chicago Manual of Style (17th edition)

findlay1565278457764606
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© 2019, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.