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Field Trips to American Museums: A H...

Dussel, Brian J.

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Field Trips to American Museums: A Historical Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Field Trips to American Museums: A Historical Perspective./
Author:	Dussel, Brian J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28001818
ISBN:	9798662517745

Field Trips to American Museums: A Historical Perspective.
Dussel, Brian J.

Field Trips to American Museums: A Historical Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 146 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2020.

This item must not be sold to any third party vendors.

School field trips are a nation-wide teaching practice used by teachers and museum professionals to educate k-12 students in informal educational settings like museums. This teaching technique is under scrutiny as school officials favor formal educational activities that can directly contribute to increased student test scores on accountability measures. This study uses the historical research method to investigate the beginnings and development of the museum field trip teaching practice. Field trips began in the 1870s and, encouraged by progressive educators and museum professionals, continued as an educational experience. The debated educational role of American museums led to the incremental use of museum field trip experiences by particular museums. Pioneering museum educators like Albert Bickmore, John Cotton Dana, Louise Connolly, and Anna Billings Gallup encouraged American museums to involve schools leading to closer associations and the growth of museum field trips. Lack of continuity of the educational role of American museums limited the use of museum field trips in the early 1900s. Beginning in the 1960s, American museums reaffirmed an educational focus, and field trip understanding grew. Increases in museum program evaluations because of the Elementary and Secondary Education Act (1965) gave museum professionals a clearer understanding of learning outcomes that resulted from museum field trips. An educational accountability movement typified by the No Child Left Behind Act (2002) strained the use of museum field trips. This study shows that individual efforts of teachers and museum professionals taking progressive attitudes towards museums as learning resources can nurture the formation and growth of field trips to American museums.

ISBN: 9798662517745Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Field Trip Pedagogy

Field Trips to American Museums: A Historical Perspective.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Ahmad, Iftikhar.
502 $a Thesis (Ed.D.)--Long Island University, C. W. Post Center, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a School field trips are a nation-wide teaching practice used by teachers and museum professionals to educate k-12 students in informal educational settings like museums. This teaching technique is under scrutiny as school officials favor formal educational activities that can directly contribute to increased student test scores on accountability measures. This study uses the historical research method to investigate the beginnings and development of the museum field trip teaching practice. Field trips began in the 1870s and, encouraged by progressive educators and museum professionals, continued as an educational experience. The debated educational role of American museums led to the incremental use of museum field trip experiences by particular museums. Pioneering museum educators like Albert Bickmore, John Cotton Dana, Louise Connolly, and Anna Billings Gallup encouraged American museums to involve schools leading to closer associations and the growth of museum field trips. Lack of continuity of the educational role of American museums limited the use of museum field trips in the early 1900s. Beginning in the 1960s, American museums reaffirmed an educational focus, and field trip understanding grew. Increases in museum program evaluations because of the Elementary and Secondary Education Act (1965) gave museum professionals a clearer understanding of learning outcomes that resulted from museum field trips. An educational accountability movement typified by the No Child Left Behind Act (2002) strained the use of museum field trips. This study shows that individual efforts of teachers and museum professionals taking progressive attitudes towards museums as learning resources can nurture the formation and growth of field trips to American museums.
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