The impact of a museum travelling exhibition on middle school teachers and students from rural, low-income homes

The Use of Activities and Resources in Archaeological Museums for the Teaching of History in Formal Education

“…The results presented here have shown the clear need to contribute towards museums providing a greater range of active ICT resources to facilitate learning among school children during field trips in such a way as to compliment the visit before or after in the classroom. Among the aims of the research by [16] and [17] is the analysis of the perceptions of students between 14 and 16 years old of the educational actions carried out in museums. One of the results highlights the lack of interest shown by teenagers in archaeological museums.…”

“…In the course of their research, Asensio, Santacana and Fontal and Santacana, Martínez Gil, Llonch and López Benito, highlight as one of their objectives the analysis of the perception held by 14-16-year-old pupils regarding the educational activities carried out in museums [16,17]. One of the results demonstrates the lack of interest among adolescents in archaeological museums.…”

“…There is a wide range of research carried out on education in museums. Over the course of recent years, countless studies have been made on the research of the effectiveness of school field trips to museums [15][16][17][18][19][20][21].…”

“…On an international scale, there are many studies which attempt to analyze the improvements in learning which have been brought about by applying educational programs between museums and schools, using school visits as an educational resource and planning activities before, during and after the school visit to the museum [15][16][17][18]20,30]. Uztemur, Dinc and Acun [21] developed action research based on the application of learning activities for the teaching of social studies in historical sites and museums: "The aim of this study is to determine the usefulness of the teaching activities prepared for effective utilization of museums and historical places in the context of grade seven social studies teaching to increase the efficiency of teaching-learning processes" [21] (p. 252).…”

Take Care When Cutting

“…Specifically regarding gifted education more broadly than just Advanced Placement opportunities, the approaches we examinedespecially those that best adhere to project-specific needs for nuance-can aid examinations of myriad issues of policy and practice, such as proximitybased obstacles that schools must overcome in their attempts to provide off-site enrichment activities (Badger & Harker, 2016;Greene et al, 2014;Surface, 2016). Moreover, quantifying complexities of proximity as they pertain to rurality and/or remoteness can be used to critique findings about the choices that gifted education students face when they attend rural K-12 schools but seek to fully actualize their educative/career potential, often pushing them to leave home (Seward & Gaesser, 2018).…”