Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

McCray, Kimberly H.

doi:10.1080/10598650.2015.1126058

Cited by 26 publications

(16 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These keywords are related in papers that collect multidisciplinary associations or collaborations of museum professionals on different topics, collaborations that can help professional growth through new approaches to their practice [116]. They also include research on improving the training of museum professionals and educators [106,117], as well as teachers [118]. As can be seen, the author who has worked in most fields, by some margin from the others, is Professor Olaia Fontal-Merillas, who is particularly connected with the keywords of "museum" [108,109], "technology", "conservation" and "school", among others.…”

Section: Conceptual Structure Of Field Domainmentioning

confidence: 99%

Section: Conceptual Structure Of Field Domainmentioning

confidence: 99%

See 1 more Smart Citation

Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

2021

View full text Add to dashboard Cite

Heritage and museums have constituted two fundamental axes of heritage education research in recent decades. This can be defined as the pedagogical process in which people can learn about heritage assets in formal or informal learning contexts. Museums, as centres of reference in informal education, are in constant and fluid contact with schools and produce different and varied didactic materials related to heritage. This paper provides results concerning the development and shaping of the knowledge domain known as heritage education between 2000 and 2019 on the Web of Science (WoS). To this end, different techniques and tools have been used: R-package Bibliometrix and VOSviewer. This analysis has identified five clusters with the topics underpinning heritage education as a specific field of knowledge. Our inquiry has highlighted the fact that there has been an increase in production regarding research topics associated with heritage education and museums in this period, particularly between 2015 and 2019. The inclusion of ESCI journals has led to a greater visibility of WoS-indexed academic production in some countries. Finally, the concepts “heritage”, “museum” and “education” are the axes around which the research paradigms related to heritage education research seem to have been developed.

show abstract

Section: Conceptual Structure Of Field Domainmentioning

confidence: 99%

Section: Conceptual Structure Of Field Domainmentioning

confidence: 99%

Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

2021

View full text Add to dashboard Cite

show abstract

“…Nevertheless, some teachers admitted to subconsciously repeating those IWFs, as a force of habit, in their own questions. Previous experiences of adult learners may hinder forming new habits (McCray, 2016). Mastering new skills should involve critical reflection and formative feedback to challenge them (McCray, 2016;Taylor & Hamdy, 2013).…”

Section: Participants' Previous Experiences With Mcqsmentioning

confidence: 99%

Guidelines on Writing Multiple Choice Questions: A Well-Received and Effective Faculty Development Intervention

et al. 2020

View full text Add to dashboard Cite

Multiple choice questions (MCQs) are commonly used for assessing students, but medical teachers may lack training in writing them. MCQs often have imperfections called item-writing flaws (IWFs) that can affect students’ results and impede objective evaluation of their knowledge. This study aimed to evaluate a guideline-based faculty development intervention on writing MCQs at Levels 1 and 2 of the Kirkpatrick Model. MCQs written by teachers prior and after the intervention were analyzed with the Shapiro–Wilk test, Student’s t-test, and Wilcoxon signed-rank test as appropriate. In addition, the phenomenological approach was chosen to describe experiences of 10 teachers in semi-structured in-depth interviews. Results showed satisfaction of teachers with the document. They found it helpful in writing MCQs and noticed the requirement for another guidelines. They appreciated it for its briefness and clarity. The statistical analysis of the quality of MCQs before and after the intervention showed that the document contributed to a statistically significant reduction of IWFs. To conclude, our results showed that a guideline document on writing MCQs may serve as a well-received and effective faculty development intervention. The document may be used as a flexible, time-saving, and just-in-time learning method, fitting needs of medical teachers.

show abstract

“…That is, participants are involved in planning and the training has vocational impact. ALT has been described in use in a variety of adult learning settings related to vocation: physicians’ assistant education ( Lewis & Thompson, 2017 ), principal professional development ( Zepeda et al., 2014 ), gallery educators ( McCray, 2016 ), online learning ( Cercone, 2008 ), and safety trainings ( Galbraith & Fouch, 2007 ). No studies to date have examined the impact of the application of ALT on transfer of learning for teachers following an in-service.…”

Section: Introductionmentioning

confidence: 99%

The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion

et al. 2020

View full text Add to dashboard Cite

Background It is essential to increase the knowledge base of teachers involved in facilitating return to learning in middle school students following a concussion. However, the best method to enhance the transfer of learning for teachers remains to be elucidated. Application of Adult Learning Theory (ALT) is a plausible solution to this problem. Purpose The purpose of this randomized post-test study was to examine the effects of ALT on the transfer of learning in teachers who work with individuals with concussion. Methods A convenience sample of 169 teachers at four middle schools were randomized to receive an in-service regarding concussion management either in ALT or traditional lecture format. Vignettes approximating classroom practice evaluated learning transfer. Results one-way between subjects ANOVA revealed no significant difference between the methods of educational delivery on group assessment scores (p = .22). Additionally, a regression analysis did not identify any demographic variables that predicted learning transfer (p = .65). A statistically significant difference existed for four questions (1, 4, 7, 25) between the groups (p = .03, .02, .01, .00, respectively). These vignettes were those that assessed information that was likely novel to the learner. Discussion The current study demonstrated that ALT applied to teacher in-service did not impact transfer of learning immediately post training compared to a traditional lecture format. Future research should continue to examine the effects of various educational strategies to enhance learning transfer for teachers managing students in the classroom after concussion.

show abstract

Gallery Educators as Adult Learners: The Active Application of Adult Learning Theory

Cited by 26 publications

References 5 publications

Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

Heritage Education and Research in Museums. Conceptual, Intellectual and Social Structure within a Knowledge Domain (2000–2019)

Guidelines on Writing Multiple Choice Questions: A Well-Received and Effective Faculty Development Intervention

The Effect of in-Service Methodology on Learning Transfer for School Personnel Managing Students following Concussion

Contact Info

Product

Resources

About