Analysing School-Museum Relations to Improve Partnerships for Learning: A Case Study

Croatian Vocational Schools Within a Museum-School Partnership

“…Despite that, both groups cited several obstcles. Their responses match findings from previous studies (Ateş and Lane, 2020;Borac and Dujmović, 2015;Kiesel, 2014;Lemerise et al, 2011), which attests to common problems of organisation, time allocation, insufficient communication existing not only in Croatia but in other countries as well. Differences in the perception of obstacles between the two groups are small, and the only discernible difference is that vocational school teachers express more dissatisfaction with museum engagement, suggesting very low levels of interest by museums in building relationships with these schools.…”

“…In addition to the responsibilities of teachers and museum staff and their approach to the goals, outcomes and structure of the educational process prior, during and after the visit, a range of other factors can influence the formation and maintenance of the museum-school relationship. These include availability of staff, funding, time constraints caused by a tight curriculum that leaves hardly any room for fieldtrips, and communication issues related either to the educational content or to coordination (Ateş and Lane, 2020;Borac and Dujmović, 2015;Kisiel, 2014;Matias, Lemerise and Lussier-Desrochers, 2011;Michie, 1998). Despite this and the acknowledged importance of museums for schools and vice-versa, there is a gap in the literature about the characteristics of interactions between them, which this paper aims to fill by exploring the relationships between museums and secondary schools, with special focus on a comparison of vocational schools with grammar schools.…”

Synergies between Schools and Rural Museums: Insights from the Spanish Pyrenees

“…Since the 1970s, museums have educated the various social groups that visit them. The relationship between schools and museums can be understood from the perspective of museum education, which emphasizes he transmission and learning that takes place within museums (Ateş & Lane, 2019). As Dorfsman and Horenczyk (2018) argued, museum education is based on constructivist precepts that advocate the importance of experimentation for learning (see also Badger & Harker, 2016; Lacoe et al., 2020).…”

“…Some museums find it challenging to promote their services to schools where teachers lack knowledge of and interest in their exhibitions. Ateş and Lane (2019) analyzed the relationship between schools and a local museum in Turkey. They observed that the relationship depends on proper communication between the two parties so that mutual needs can be identified.…”

“…The academic literature has studied the relationship between schools and museums for decades (Ateş & Lane, 2019; Cox‐Petersen et al., 2003; Parisi et al., 2021), particularly since Dewey identified their pedagogical potential (Hein, 2004). The interrelation of institutional logics in the creation of museums and heritage centers has also received attention (Sancho Querol et al., 2020; Svensson, 2017).…”