Latino English learners (ELs), among the largest student population in the United States K-12 school system, continue to lag behind their English-proficient peers. They also tend to attend segregated schools, have less-qualified teachers, and lack access to rigorous curriculum, including the arts. Museum education departments have increasingly sought to fill the gap in arts education for underserved populations. This mixed methods study explored the degree to which teaching artists (TAs) from a large metropolitan museum are effectively addressing the art education needs of Latino ELs. The dissertation study occurred in two phases. Phase 1 included quantitative analysis of observations of the TAs using the numeric components and ancedotal evidence of the Observation Protocol for Academic Literacies. Phase 2 consisted of semistructured interviews with the participants. Findings of the study indicate that while TAs can improve instruction in terms of providing materials of students’ native language and providing opportunities to transfer skills between their primary and the target language, they nevertheless use numerous strategies for effective English language instruction. This can inform museum education departments on effective teaching practices of ELs, an area of study that has almost no scholarship.

學校教育與美術館教育在美術教育理念上有著共同的理想與目標，只是兩者在實施內容與方法上有所差異。兩者若能建立良好的互動與合作關係，不但對學生的學習效果可產生極大的影響，同時也符合美術館教育功能的發揮。目前國內多數美術館以在美術館內辦理教師研習活動，培訓學校教師具有運用美術館能力作為發展館校合作的一種方式。然而，美術館在辦理此種研習活動時，教師需求為一重要的考量因素，同時也必須使教師瞭解美術館舉辦教師研習活動的目的與意義，進而達成兩者發展合作關係的基礎。 本研究先運用文獻分析法探討國內外美術教育與美術館教育的理論發展趨勢，以作為建立兩者合作互動的理論基礎。進而從文獻與親自訪查兩方面，蒐集國內外美術館建立館校合作的模式與舉辦教師研習活動的內容與方式。最後，則以問卷、焦點團體與電話訪談三方面來對國中美術教師進行調查訪問，探討其對美術館舉辦教師研習活動的需求與館校合作方式的意見。研究者則根據此三方面的調查資料作一綜合分析比較，提出以下十點結論： 一、美術教師認同美術館對學校師生具有各種不同的教育功能。 二、美術教師對於運用美術館資源從事教學的知能仍有待加強。 三、美術教師在運用美術館資源上仍面臨許多障礙。 四、美術館的展示內容與方式對一般國中學生的學習接受程度有所困難，影響學生的學習意願。 五、美術教師認同美術館舉辦教師研習活動的目的，同時認為有參加此種研習活動的需求。 六、美術教師參加研習活動的需求在於獲得教學資源與藝術鑑賞教學法的運用。 七、美術教師對教師研習活動的舉辦類型與課程內容需求以教學上的實用性需求高於理論知識性、學校課堂上的教學需求高於以美術館為教學環境的需求以及鑑賞教學需求高於創作教學需求。 八、美術教師對研習活動的教學方式以實作性的需求較高，在師資來源上則偏好有實際教學經驗的美術教師。 九、美術教師對研習活動的舉辦時間以寒暑假的需求最高。 十、美術教師對於與美術館互動方式的意見上，以希望美術館能出版與展示相關的教學資源，並在班級參觀美術館時提供展示解說與活動。 根據上述結論，研究者進一步提出下列四方面建議，希望能提供給相關單位參考。 一、美術館應加強製作可提供給學校作為教學運用的教學資源媒體，並建立學校購置管道的途徑。 二、在教師研習的規畫內容與方式上，應注重教師所具有的成人需求特性。 三、美術館應嘗試與學校建立各種互動與溝通的管道。 四、將美術館教育內容納入九年一貫的課程領域中。 第一章 緒論 第一節 問題背景與研究動機 第二節 研究目的與問題 第三節 研究範圍與限制 第四節 名詞解釋 第二章 文獻探討 第一節 國中美術教育的理論與發展現況 一、現今美術教育的理論發展探討 二、我國國中美術教育的課程內容發展 三、國中美術教師的專業知能 第二節 美術館教育的特質與學習特性 一、美術館教育的特質與特性 二、美術館教育相關理論模式探討 三、美術館與學校的合作關係 第三節 美術館教師研習活動的型式 一、美術館教師研習活動的規劃要素 二、國外美術館的教師研習活動與資源 三、國內美術館舉辦教師研習活動的型式 第三章 研究設計與實施 第一節 研究方法與架構 第二節 研究對象 第三節 研究工具 第四節 研究過程 第五節 資料處理 第四章 研究結果與討論 第一節 研究對象基本資料分析 第二節 美術教師教學現況分析 第三節 教師對美術館教育功能認知情形 第四節 美術館教師研習活動的需求分析 第五節 美術館與學校教師互動之意見分析 第六節 綜合討論 第五章 結論與建議 第一節 結論 第二節 建議 第三節 後續研究建議 參考書目 附 錄 附錄一：台北縣市國中美術教師對美術館教師研習活動需求調查問卷（預試） 附錄二：台北縣市國中美術教師對美術館教師研習活動需求調查問卷（正式） 附錄三：台北縣市國民中學名錄

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This study was designed to examine how four-year-old children might be able to respond and interpret works of art. Informed by Jean Piaget's and Lev Vygotsky's theories of cognitive development, and building on Micheal Parsons' and Abigail Housen's theories of aesthetic development, the study investigated whether or not four-year-olds are able to expand their initial responses to achieve deeper levels of understanding about works of art.

Since the No Child Left Behind Act (NCLB) was passed in 2001, museum educators have faced new challenges in designing programming that incorporates state standards of education while remaining faithful to the integrity of the museum’s collection and mission. Some museums have created programs that address these educational standards and can be used in school classrooms. This project is a case study of how one Virginia museum, Preservation Virginia, created a classroom program that addresses the state mandated Standards of Learning (SOLs). The report of this project includes discussion of the current debates that surround NCLB and its relationship to museum education. It also describes the five lesson plans included in the John Marshall House Trunk and explains why additions to those lesson plans have recently been created in order to incorporate inquiry-based teaching methods endorsed within museum education literature.

5 Abstract: The aim of this thesis is firstly to deal with the emergence and development of museums on the Korean peninsula and since 1948 only in the Republic of Korea. Secondly it aims to concentrate on their educational activities. The very first modern museum in Korea called the Imperial Museum was established at the beginning of the 20th century. A year after the museum opened its door to the public, Korea was annexed by Japan. That had a great impact on the development of the first museums in Korea. After the liberation from Japanese rule in 1945 the museums were handed over to Koreans. Museum activity had only just begun when the Korean War broke out. The focus of the following part is the National Museum of Korea (NMK), the most important museum in South Korea. For most of its history the museum moved from one place to another. In 2005 it finally found its place in a newly built modern building in Soul's district called Jongsan. By taking NMK as an example the thesis explores the museum educational activities. It offers a closer look at programs for foreigners and the growing number of immigrants and senior citizens, popular lecture series, wide range of guided tours etc. Finally, some exhibition projects are introduced. Keywords: Korean museums, National Museum of Korea, museum education,...

Avant la fin des années 1980, l’enfant n’était pas encore le public visé dans les musées. Faute d’espaces et d’expositions pour enfants, nous nous demandons si un musée destiné au jeune public est nécessaire. En vue de mettre en œuvre l’éducation muséale pour l’enfant, nous aborderons l’exposition éducative pour comprendre ce qui semble nécessaire à un tel projet. Et face au phénomène des expositions blockbuster, nous verrons comment le musée se met en relation intime avec le marketing qui joue un rôle de communication entre le public, l’éducation, l’exposition et le musée. De ce fait, nous traiterons du modèle de Disneyland qui adopte des méthodes de marketing pour attirer le public enfant et familial. Le fonctionnement du musée semble influencé par ce modèle, et s’oriente vers une tendance à la « disneylandisation ». Le musée, pour mieux remplir l’une des ses missions, la mission éducative, en visant le public enfant, doit-il prendre le risque d’un glissement vers la disneylandisation en adoptant des méthodes de marketing ? Nous traiterons deux grands points : l’analyse BEST étudiera l’environnement afin de comprendre les problèmes existants dans le domaine du musée ; la pratique BEST discutera des possibilités de résolution des problèmes existants dans le fonctionnement du musée. Cette thèse tentera de contribuer à élaborer un modèle de référence d’un système opératoire et offrira des propositions, par une approche renouvelée du marketing, pour répondre à l’équilibre de l’offre éducative du musée et de la demande du public enfant. / Prior to the late 1980s, for example, children were not part of the museum audience. Lacking spaces and exhibitions for children, museum education for young people was absent. In order to support the implementation of museum education for children, we will discuss the types of exhibits appropriate for this endeavor. Recognizing the phenomenon of blockbuster exhibitions in particular, the purpose of this research is to investigate how museums elevate the practice of marketing, and how marketing plays a role in the interplay between the public, educational goals, the exhibit and the museum and influences the operation and presentation of the museum. We discuss the model of Disneyland, which employs marketing methods to attract children and family audiences. Museums seem to be influenced by this model, leading to a tendency of “Disneylandization.” Is it necessary for a museum that wishes to fulfill an educational mission and aim at a child audience to risk “Disneylandization” through its marketing methods? Our study provides an analysis of the methods of art marketing as they relate to educational museum exhibitions for children. We deal with two major issues: the “BEST analysis” to explore the environment and to understand the existing problems in the museum field; and the “BEST practice” approach to possible ways to solve the existing problems in the operation of the museum. The thesis proposes, in conclusion, to demonstrate that marketing gives to museums the means of better fulfilling their social and educational mission. We will show that a renewed approach to marketing makes it possible to use the proposed techniques to better meet the educational objectives of the museums; in other words, to more closely join supply (of education) and demand (by families and children).

As discussões atuais sobre alfabetização científica indicam um consenso de que ela é um processo que ocorre por toda a vida do indivíduo em vários espaços de educação. Os museus cumprem um importante papel na educação dos indivíduos fora do ambiente escolar e ao longo da vida. Estas instituições oferecem uma série de atividades educativas com a intenção de aproximar e melhorar a percepção pública sobre ciência. Dentre estas atividades, está a produção e utilização de materiais educativos. O objetivo geral desta pesquisa é: investigar como/se os materiais utilizados nas diversas ações educacionais e culturais realizadas pelos museus contribuem para o processo de alfabetização científica do público. O trabalho foi realizado no Parque Zoológico Municipal Quinzinho de Barros, Sorocaba, SP analisando 27 materiais produzidos pela instituição e a interação de um deles com o público escolar visitante. Os materiais consistem em objetos tridimensionais (animais e plantas conservadas, modelos e réplicas). Para a coleta e análise dos dados utilizamos metodologia qualitativa e quantitativa com diversos procedimentos que nos permitiram triangular os dados para conferir maior credibilidade à pesquisa. Para a análise dos dados utilizamos a ferramenta teórico-metodológica desenvolvida por Cerati (2014), Rocha (2016) e Oliveira (2016), que propuseram indicadores e atributos para avaliar processos e produtos desenvolvidos em museus. Os resultados revelaram que, sob o ponto de vista da intenção da produção dos materiais educativos, eles contribuem para a alfabetização científica com a identificação de todos os indicadores (científico, interface social, institucional e estético/afetivo/cognitivo), assim como 11 dos 16 atributos de alfabetização científica. A interação do público com 1 dos materiais (mochila de curiosidades) mostrou a presença de 2 indicadores e 4 atributos. Concluímos que os materiais contribuem para a alfabetização científica do público, mas que estes poderiam incluir a abordagem de aspectos relacionados com a relevância da instituição, do pesquisador e da própria ciência, atributos pouco identificados durante a análise. / Current discussions about scientific literacy have shown a consensus that this is a continuous process that occurs during individuals lifetime, in different education facilities. Museums play an important role in education out of school environment and along life. Such institutions provide a number of educative activities aiming to approach and to improve awareness about science. Among them is the production and use of educational materials. The general objective of this research is to investigate how/if these materials used in the various museums educational and cultural actions contribute to the process of public scientific literacy. This research was conducted in Parque Zoológico Municipal Quinzinho de Barros, located in the city of Sorocaba, São Paulo state. Twentyseven materials produced by this institution were analyzed, particularly the interaction between one of these materials and the visiting students audience. These materials consisted of tridimensional objects - specimens of preserved animals and plants, models and casts. For data collection and analysis we used quantitative and qualitative methodology, combining different procedures for data triangulation. We used a theoretical-methodological instrument developed by Cerati (2014), Rocha (2016), and Oliveira (2016), who proposed indicators and attributes to evaluate processes and products developed by museums. Our results have shown that, considering the intention of educative materials producing, they contribute for scientific literacy, considering the recognition of all indicators (scientific, social interface, institutional, and aesthetic/affective/cognitive), as weel as 11 of the 16 attributes of scientific literacy. The interaction between the audience with one of the materials (named curiosities bag) has showed the presence of 2 indicators and 4 attributes. Our conclusion is that these materials contribute for the audience scientific literacy, but on aspects like institution, researcher and science relevance - which appear very discreetly in the analysis - could receive more attention during their development.

Frente ao importante papel educativo dos museus na atualidade, e considerando a ampliação do tratamento de temáticas ambientais nessas instituições, este trabalho busca compreender aspectos dos processos e práticas da educação museal relacionados à biodiversidade e à sua conservação em exposições de imersão. O presente trabalho se debruçou à análise sociológica do processo de produção dos discursos expositivos, com base na teoria de Basil Bernstein. Tal referencial teórico permite uma análise com forte potencial de descrição dos mecanismos internos e externos da constituição e funcionamento dos processos educacionais. Utilizamos também as discussões da área de educação em museus, além daquelas relacionadas às abordagens da biodiversidade em diferentes contextos educacionais. Com base nas perspectivas educacionais das exposições, esta pesquisa buscou identificar os campos recontextualizadores e os discursos oficiais dos museus, bem como caracterizar o processo de recontextualização específico à produção dos discursos expositivos. Foi também realizada a caracterização desses discursos buscando compreender quais são os significados legítimos sobre biodiversidade presentes nas mensagens de exposições de imersão, e quais são as formas legítimas da transmissão desses significados. Ainda, considerando que os discursos expositivos são resultado de processos de recontextualização, buscamos também relacionar as características deles com os processos que os geraram. A abordagem metodológica utilizada tem como base a pesquisa mista em educação, tendo como universo de análise duas exposições de imersão cuja temática tratada são biomas brasileiros. A análise dos campos recontextualizadores dos museus mostrou que há uma diversidade de agências que participam desses processos, bem como há diversas políticas públicas destinadas à educação em instituições museais. Essa diversidade está relacionada às diferentes tipologias de museus e suas afiliações. Ressaltamos a importância de diferentes agências de governo, do campo da economia e associações não-governamentais no fomento das ações de educação em museus. A análise dos processos de recontextualização dos discursos expositivos mostra que a regulação das agências às quais as instituições são vinculadas é fraca. A caracterização dos discursos expositivos mostrou que as exposições podem contribuir para o acesso a conhecimentos sobre biodiversidade relativamente complexos. Em particular, destacamos que as potencialidades das competências cognitivas são maiores que a complexidade dos conhecimentos. Esse fato está relacionado tanto às especificidades das exposições quanto à presença do objeto e o espaço, sendo de especial relevância a estrutura imersiva das exposições. É possível perceber que a expografia exerce papel importante para a ampliação das relações entre discursos de diferentes áreas (interdisciplinaridade), assim como a própria temática da biodiversidade. Quanto às relações entre humanos e natureza há predomínio de abordagens menos integradoras, chamando a atenção para que sejam adotados discursos mais atuais sobre a biodiversidade e conservação, que incluam, para além do seu significado na ciência, vieses sociais, políticos e culturais. Considerando a definição científica do termo, nota-se quanto às relações entre os componentes de composição, estrutura e funcionamento da biodiversidade, que os discursos apresentam um grau intermediário de relacionamento entre esses componentes, trabalhando especialmente os aspectos composicionais, que são justamente aqueles mais presentes nas concepções do público sobre biodiversidade. Finalmente, considerando o contexto não-formal de educação e a heterogeneidade dos níveis de conhecimentos dos visitantes, concluímos que as exposições têm importante potencial para o processo de aquisição de conhecimentos sobre biodiversidade. Os discursos expositivos, no que se refere ao nível de exigência dos conteúdos relacionados ao tema, podem contribuir para acessar conhecimentos relativamente complexos, que possibilitem obter informações confiáveis e outros pontos de vista para a reflexão sobre as questões ambientais. / This work seeks to understand aspects of the processes and practices of museum education related to biodiversity and its conservation in immersion exhibitions. This understanding is necessary because of the important educational role of museums today, and considering the broader treatment of environmental themes in these institutions. A sociological analysis of the production process of expository discourses was carried out, based on Basil Bernstein \'s theory. This theoretical reference allows an analysis with strong potential to describe the internal and external mechanisms of the constitution and functioning of educational processes. The discussions of the area of museum education were also used, in addition to those related to biodiversity approaches in different educational contexts. This research aimed to identify the recontextualizing fields and the official discourses of the museums, as well as to characterize the specific recontextualization process to the production of the expository discourses based on the educational perspectives of the exhibitions. The purpose of the characterization of these discourses was to understand what are the legitimate meanings about biodiversity present in the messages of immersion exhibitions, and what are the legitimate ways of transmitting those meanings. Still, considering that expository discourses are the result of recontextualization processes, we also try to relate their characteristics to the processes that generated them. The methodological approach used is based on mixed research in education, having as the universe of analysis two immersion expositions whose theme is Brazilian biomes. The analysis of the recontextualizing fields of the museums showed that there are a diversity of agencies that participate in these processes, as well as there are several public policies destined to the education in museums institutions. This diversity is related to the different typologies of museums and their affiliations. We emphasize the importance of different agencies of government, the field of economics and nongovernmental associations in the promotion of educational actions in museums. The analysis of the recontextualization processes of the expository discourses shows that the regulation of the agencies to which the institutions are linked is weak. The characterization of the expository discourses showed that the expositions can contribute to the access to knowledge on biodiversity relatively complex. In particular, we emphasize that the potentialities of cognitive skills are greater than the complexity of knowledge. This fact is related both to the specificities of the exposures as to the presence of the object and the space, being of special relevance the immersive structure of the expositions. It is possible to realize that the expography plays an important role for the expansion of the relations between discourses of different areas, as well as the biodiversity theme itself. Regarding the relationship between humans and nature, there is a predominance of less integrative approaches, drawing attention to the adoption of more current discourses on biodiversity and conservation, including, in addition to their meaning in science, social, political and cultural biases. Considering the scientific definition of the term, it is possible to notice the relations between the components of composition, structure and functioning of biodiversity, that the discourses present an intermediate degree of relationship between these components, working especially the compositional aspects, which are precisely those more present In public views on biodiversity. Finally, considering the non-formal context of education and the heterogeneity of visitor knowledge levels, we conclude that the exhibitions have important potential for the process of acquiring knowledge about biodiversity. The exposition speeches, regarding the level of demand of the contents related to the theme, can contribute to access relatively complex knowledge, that allow to obtain reliable information and other points of view for the reflection on the environmental questions.

O presente estudo teve como objetivo analisar a transposição museográfica do conceito de biodiversidade em uma exposição do Aquário de Ubatuba, em Ubatuba, SP. O conceito de biodiversidade é bastante complexo, surgindo na ecologia e rapidamente sendo incorporado por diversos campos, muitas vezes com significados e intenções diferentes. A importância da biodiversidade para a sociedade se torna cada vez mais difundida e com isto a necessidade de compreender os processos educativos que a envolvem. Este trabalho objetiva analisar as transformações que o conceito passa ao percorrer o caminho entre os manuais acadêmicos de ecologia e os corredores da exposição de ecossistemas do Aquário de Ubatuba. A delimitação do saber de referência nos manuais acadêmicos é baseada na noção de que os mesmos refletem as teorias e conceitos estabelecidos da comunidade acadêmica em questão, da ecologia. Para permitir o estudo dos saberes em formatos tão diversos como os textos acadêmicos, os textos da exposição e os objetos expositivos presentes, os tanques, mapas conceituais foram utilizados. Para conhecer o saber sábio foram utilizados três manuais, pesquisados junto a diferentes universidades como os mais utilizados no ensino de ecologia. Para compreender o saber no aquário foi realizada uma entrevista com o diretor fundador e responsável pela exposição, assim como analisados todos os textos e tanques. Os textos da exposição de ecossistemas foram todos transcritos, assim como um método de descrição dos tanques, em 3 níveis de profundidade, foi desenvolvido. Os mapas conceituais produzidos a partir destas duas unidades de análise (livros e exposição) apontaram para uma biodiversidade majoritariamente focada no conceito de diversidade específica nos textos acadêmicos. Este enfoque não se mostrou tão presente na exposição, que possuía na diversidade comportamental os principais elementos da exposição. O papel do homem também se mostrou bastante reduzido no saber exposto, enquanto sua figura era presente, ligada a diversos impactos e também ações de conservação no saber sábio. A análise cuidadosa dos mapas da exposição permite também diferenciar entre as características expositivas de cada objeto, com os tanques sendo claramente adequados à apresentação da diversidade comportamental e pouco adequados para a diversidade genética, ausente na exposição. A determinação dos saberes presentes na exposição pelos mapas conceituais é uma ferramenta útil para o processo de elaboração de exposições, assim como permite perceber as adequações dos objetos aos papeis a eles determinados pela exposição. Esta pesquisa, além de apontar as adequações dos tanques de aquários para ensinar aspectos da biodiversidade pouco apresentados pelos livros acadêmicos, mostra também uma metodologia para mapear objetos complexos presentes em exposições, podendo contribuir para futuras pesquisas. / The present work analyses the museographic transposition of the biodiversity concept in an exhibit of Aquario de Ubatuba, Ubatuba, SP. Biodiversity is a complex concept. Originally developed in ecology and the natural sciences, it was quickly integrated in a variety of fields and, often, with different and new meanings and interests. The importance of biodiversity for our society grows, and thus the need to better understand the educational processes that involve it. This research\"s objective is to understand the transformations that biodiversity goes through while being transposed from graduation textbooks to the marine ecosystems aquarium exhibit. The decision to use textbooks to represent reference knowledge is based on the notion that textbooks represent established theories and concepts of the academic community in question, the biology, ecology one. To allow comparison of knowledges in such different states as textbooks, exhibit texts and aquarium tanks, concept maps were used as an analysis tool. In order to study the academic knowledge, 3 graduation textbooks were used, selected by questioning major universities which were the most used ecology textbooks by their teachers. To study the aquarium, an interview with the Director and founder, as well as fully transcribing exhibit texts that belonged to the ecosystem exhibit. A method for describing the aquarium tanks, by using three depth levels, was developed and used in the tanks present in the marine ecosystems exhibit. The concept maps produced by these two units of analysis (books and exhibits) pointed to a much more species diversity focused biodiversity in the textbooks. This emphasis was not found in the exhibit that was preeminently focused around behavioral diversity. Man\"s role and relation with biodiversity while well present and explained in textbooks, connected with environmental threats but also with conservation, had little to show in the exhibit. Careful analysis of the maps allows differentiating the museographic characteristics of each exhibit object. While tanks were clearly adapted to communicating behavioral diversity, they were not good at showing genetic diversity, absent at the exhibit, but present in the academic knowledge as part of the definition of biodiversity. Determining knowledges present in the exhibit through the usage of concept maps is a useful tool in exhibit planning, as well as understanding the different roles that each object can play in communicating the concepts present in the exhibit. This research not only shows how each object in the studied exhibit is suited for teaching an aspect of biodiversity not really explained in depth by textbooks, the behavioral diversity, but also presents a method to produce concept maps of complex exhibit objects, contributing for future research.